Music IN THEORY AND PR AC TICE
VO LU M E I
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Music IN THEORY AND PR AC TICE
VO LU M E I
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Music IN THEORY AND PR AC TICE
VO LU M E I Eighth Edition
Bruce Benward Late of the University of Wisconsin–Madison
Marilyn Saker Eastern Michigan University
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Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009, 2003, 1997, 1993, 1989, 1985, 1981, 1977. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 QPD/QPD 0 9 8 ISBN: 978-0-07-310187-3 MHID: 0-07-310187-7 Editor in Chief: Mike Ryan Publisher: William Glass Sponsoring Editor: Christopher Freitag Marketing Manager: Pamela Cooper Editorial Coordinator: Marley Magaziner Production Editor: Holly Paulsen Manuscript Editor: Barbara Hacha Design Manager: Cassandra Chu Text Designer: Glenda King Cover Designer: Ashley Bedell Photo Research: Brian Pecko Media Project Manager: Jessalyn Clark Supplements Producer: Louis Swaim Production Supervisor: Randy Hurst Composition: 10/12 Times Roman by Thompson Type Printing: PMS 162, 45# New Era Matte Plus, Quebecor World Cover: Digital Vision/Getty Images Credits: The credits section for this book begins on page 395 and is considered an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Benward, Bruce. Music in theory and practice / Bruce Benward, Marilyn Saker.—8th ed. p. cm. ISBN-13: 978-0-07-310187-3 ISBN-10: 0-07-310187-7 1. Music theory. I. Saker, Marilyn Nadine. II. Title. MT6.B34 M9 2008 781—dc21
www.mhhe.com
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Contents
Preface
ix
Introduction The Materials of Music: Sound and Time xiii Sound xiii Vibration xiii Compression and Rarefaction xiii Frequency xiv The Four Properties of Sound xiv Pitch xiv Intensity xiv Duration xiv Timbre xv Summary xvi PA R T
CH A P T ER
A
The Fundamentals of Music CH A P T ER
1
Notation
3
Important Concepts 3 Notation of Pitch 3 The Staff 3 Letter Names 3 The Clefs 4 Octave Identification 6 Accidentals 7 Interval 7 Enharmonic Equivalents 8 Half-Step Motion 8 Notation of Duration 8 The Tie 9 The Dot 9 Irregular Division of Notes 10 Rhythm 10 Meter Signatures 10 Dynamic Markings 14 History 15 Applications 16 Some Directions for Notation 16 Assignments 21 CH A P T ER
Pitch Class 27 Diatonic Scales 28 Scale Degree Names 28 Major Scale 29 Tetrachord 29 Transposition 30 Key Signature 30 Minor Scale 32 Scale Relationships 35 Tonality 39 Key 40 Other Scales 40 History 44 Applications 46 Pitch Inventory 47 Assignments 49
2
Scales, Tonality, Key, Modes 27 Important Concepts 27 Scale 27
3
Intervals and Transposition
55
1 Important Concepts 55 Intervals 55 Perfect, Major, and Minor Intervals 56 Consonance and Dissonance 58 Augmented and Diminished Intervals 58 Enharmonic Intervals 59 Inversion of Intervals 59 Compound Intervals and Simple Intervals 61 History 61 Applications 62 Fluency with Intervals 62 Melodic and Harmonic Intervals 63 Transposition 64 Methods of Transposition 64 Assignments 67 CH A P T ER
4
Chords
73
Important Concepts 73 Harmony 73 Chord 73 Triad 73 Triad Root 73 Major Triad 74 Minor Triad 74 Diminished Triad 74 Augmented Triad 74 Triad Stability 75 Triad Names 75 Primary Triads 75 Triad Position 75
v
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Root Position 75 Triad Inversion 76 First Inversion 76 Second Inversion 76 Other Tertian Chords 77 Seventh Chords 77 History 77 Applications 77 Roman Numeral Analysis 78 Triad Position Symbols 78 Seventh-Chord Position Symbols Figured Bass 80 Figured-Bass Symbols 81 Macro Analysis 83 Popular-Music Symbols 85 Summary 86 Assignments 87 PA R T
History 150 Applications 151 Analysis of Texture 151 Textural Reduction 155 Assignments 157 CH A P T ER
Species Counterpoint 163 80
B
The Structural Elements of Music CH A P T ER
95
5
Cadences and Nonharmonic Tones 97 Important Concepts 97 Phrase 97 Harmonic Cadence 97 Rhythmic Cadence 99 History 100 Nonharmonic Tones 102 Unaccented Nonharmonic Tones 103 Accented Nonharmonic Tones 104 Accented versus Unaccented Nonharmonic Tones 109 Nonharmonic Tones Involving More Than Three Pitches 109 Summary of Nonharmonic Tones 111 Assignments 113 CH A P T ER
6
Melodic Organization 119 Important Concepts 119 The Motive 119 Sequence 121 Phrase 123 Period 125 Modification of the Phrase Melodic Structure 131 History 133 Assignments 135 CH A P T ER
CH A P T ER
9
Voice Leading in Four-Part Chorale Writing 191 Important Concepts 191 Four-Voice Texture 191 History 192 Applications 192 Analysis of the Chorale Phrases 194 Stylistic Practices 194 Root Position 195 First-Inversion Triads 198 Second-Inversion Triads 200 Exceptions to Stylistic Practices 201 Unstylistic Departures 201 Voice Ranges 203 Voice Spacing 203 Assignments 205 CH A P T ER
10
Harmonic Progression and Harmonic Rhythm 213
Texture and Textural Reduction Important Concepts 145 Texture 145 Texture Types 147
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Important Concepts 163 Species Counterpoint 163 The Cantus Firmus 163 The Counterpoint 163 First Species Counterpoint 163 Second Species Counterpoint 164 Third Species Counterpoint 164 Fourth Species Counterpoint 164 Fifth Species Counterpoint 165 History 165 Applications 166 Modal Scales 166 Melodic Characteristics 167 Writing First Species Counterpoint 168 Writing Second Species Counterpoint 172 Writing Third Species Counterpoint 175 Writing Fourth Species Counterpoint 177 Writing Fifth Species Counterpoint 179 Assignments 183
129
7
vi
8
145
Important Concepts 213 Harmonic Progression 213 The Relationship of Chords 214 Chord Progressions 214 Harmonic Rhythm 219 History 220
Contents
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Applications 222 How to Harmonize a Tonal Melody Assignments 225
History 295 Assignments 303
222
CH A P T ER CH A P T ER
11
Modulation
The Dominant Seventh Chord 235 Important Concepts 235 Dominant Seventh Chord 235 Macro Analysis Symbol 237 History 237 Applications 239 Resolution of the Dominant Seventh Chord 239 Circle Progression 239 Noncircle Progressions with Resolution 241 Nonresolution of Seventh Factor 241 Stylistic Practices for Voice Leading in V 7 Chords Assignments 243 CH A P T ER
242
12
The Leading-Tone Seventh Chords 255 Important Concepts 255 Leading-Tone Seventh Chords 255 Progressions from vii Ø 7 and vii ø 7 256 Resolution of Tritone and Seventh Factors 257 Macro Analysis Symbols 258 History 258 Applications 261 Voice Leading and the vii Ø 7 and vii ø 7 261 Some Pitfalls to Avoid 261 Assignments 263
13
CH A P T ER
271
Important Concepts 271 Nondominant Seventh Chords 271 Roman Numeral Symbols 271 Seventh Chords in Major and Minor Keys 272 Macro Analysis Symbols 273 History 274 Applications 276 Nondominant Seventh Chords in Circle Progressions 276 Resolution of the Seventh Factor 276 Noncircle Treatment 277 Voice Leading of Nondominant Seventh Chords 278 Assignments 279
Two-Part (Binary) Form 337 Important Concepts 337 Formal Divisions 337 Open versus Closed Formal Divisions 337 Simple versus Compound Forms 337 Two-Part Form 337 History 344 Assignments 347
Important Concepts 287 Secondary Dominants 287 Secondary Leading-Tone Chords Macro Analysis 293
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17 353
Important Concepts 353 Three-Part Form 353 Expanded Ternary Form 358 Rounded Binary Form 358 History 360 Assignments 365 Appendixes A. Summary of Part-Writing Practices 373 B. Macro Analysis Symbols 375 C. Popular Music Chord Symbols 377 D. History 379 E. Expression Marks 383 F. Instrument Ranges, Transpositions, and Foreign Names 385
14
Secondary Dominants and Leading-Tone Chords 287
Contents
16
Three-Part (Ternary) Form
Nondominant Seventh Chords
CH A P T ER
315
Important Concepts 315 Modulation 315 Closely Related Keys 315 Common-Chord Modulation 316 Chromatic Modulation 316 Phrase Modulation 317 Other Modulation Types 317 Modulations in Period Construction 318 Analytical Symbols for Modulations 319 Macro Analysis 320 History 321 Applications 321 Harmonizing Melodies That Modulate 321 Assignments 325
CH A P T ER CH A P T ER
15
290
Glossary Credits
389 395
Indexes Musical Example Index Subject Index 401
397
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Preface
TO THE STUDENT
Before you begin your study of music theory, we would like to discuss the subject in general and explain what you may expect to gain from its study. You have probably had little previous experience in music theory, and you may be wondering why you should occupy your time with it. If you are typical of most young musicians beginning a serious study of your art, you already play an instrument or sing well, but you are interested in acquiring further technical skills and interpretive insights. You probably have been a performer for some years and have had success in public concerts either as a soloist or as part of a group (band, orchestra, or chorus). From these experiences you have developed a keen musical intuition and want to strengthen it further. Your musical intuition includes a vast storehouse of familiar sounds, established patterns of melody, harmony, and rhythm, and an artistic consciousness that you draw upon thousands of times in the performance of a single composition, without conscious remembering or reasoning. You make split-second decisions about the phrasing of a melody, the application of dynamics (indications of loud and soft), and the tempo of the music you play. Your musical intuition has become a part of you through your experience and, indeed, is one of the most valuable gifts in your possession. The study of music theory interacts with intuition—honing, sharpening, and enhancing it with further insights and perceptions. Much of what you learn from this book will at first seem to be simply surface information, but that information will eventually amplify and broaden your musical intuition. This book is essentially a study of patterns in music. It looks at music literature as highly organized tonal designs. With few exceptions, the terms we employ are in common use, and many of the procedures we use in analysis and composition are standard practice. The conclusions we reach, however, may differ at times from your judgments or from those of your professor. As long as your analysis is backed by logical reasoning and is a true assessment of the sounds you hear, such differences of opinion are healthy and are positive indications that you are developing your own convictions—certainly one of the objectives of the course. Included in the book are a large number of musical examples. Each one illustrates a point we make in the text, so it is critical that you study the musical examples and, if possible, play them on the piano. Descriptions and definitions are often explained better through music illustrations than by long, involved written explanations, so our narrative material is rather short and to the point. It is vital that you experience musically the materials in this course. It does not suffice simply to know terms—you must go one step further and make these terms and ideas a familiar and practical part of your entire approach to music. There are three types of assignments, and each has its specific purpose: 1. Concentrated drill on a particular musical pattern or patterns. Many patterns do not occur in sufficient quantity in a single composition to give you enough practice in identifying them, so these drills contain patterns extracted from their musical setting to let you work on a large variety in a shorter space of time. 2. A search for patterns and relationships in a music composition. This exploration inspects multiple aspects of a work and seeks those components that create musical style. You will gain skill in analysis, of critical importance to all musicians. 3. Composition. Learning to manipulate musical devices successfully in a composition is the most important goal of this text.
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Summary
TO THE INSTRUCTOR
1. 2. 3. 4.
Your musical intuition is a valuable asset. Use it often. A study of musical theory makes you think consciously about the patterns in music. The study of music theory will enhance and reinforce your musical intuition. Although terms and procedures are objective, conclusions in the analysis of music are often subjective, and thus differing viewpoints should be expected and accepted. 5. The music illustrations are even more important than textual material. Study the illustrations at least as diligently as the written material. 6. Application of terms and concepts to actual musical situations is of the utmost importance. The memorizing of definitions is in itself of little significance. 7. In the world of music the highest premiums go to those with the most perceptive, imaginative, and creative minds. Creativity combined with a thorough knowledge of music is the best guarantee for a successful career in music.
In the words of the composer George Crumb, “Music might be defined as a system of proportions in the service of a spiritual impulse.” In the same vein, music theory might be defined as the study of the artful designs, ingenious proportions, and inventive patterns in music that are transformed by the mind into aesthetic experience. The purpose of this twovolume text is to present the basic ingredients of the art of music so that structure, design, and language are made clear and accessible to the student examining the array of tonal configurations found in music literature. The text provides a basis for the integration of the following skills and knowledge, which are important in any undergraduate theory program: Analysis Skills Historical Perspective
Compositional Skills A “Seeing” Ear
A “Hearing” Eye
Performance
The ability to discern the design, proportions, and patterns of music. An understanding of the rich heritage of the past and the styles of music that evolved during the different periods of musical writing. Insight into the ways in which music is put together and into the forms, elements, and resolutions required of the composer. The ability to hear music and determine the nature of the musical devices, the melody, the harmony, the rhythm, and the form. Although this book does not address itself specifically to the topic, the professor may utilize materials from it for this purpose. (Additional material may be found in Ear Training: A Technique for Listening by Bruce Benward and J. Timothy Kolosick.) The ability to look at music and determine from sight alone how it will sound. (Additional material to develop this skill may be found in Sight Singing Complete by Maureen Carr and Bruce Benward.) This book does not address itself specifically to performance; however, it provides ample opportunity for the developing musician to improve performance skills while gaining analytical, historical, and compositional perspectives.
Although this text is written from a traditional point of view, the following features distinguish it from some other books in music theory: 1. No previous knowledge of music theory is required; however, the ability to read music and play an instrument or sing is assumed. 2. The fundamentals of music are thoroughly presented. 3. Two-part and four-part voice leading and harmonization are considered important priorities. 4. A thorough study of melody, rhythm, and texture is included. In this way, the authors hope to present a more balanced view of the structure of music than those books that concentrate only on harmony and voice leading.
x
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5. The text offers a historical perspective. Each chapter includes a short section labeled “History” which relates the topic at hand to the history of music. A brief overview of music history and its relation to European and American history is included in Appendix D. 6. Music from the Renaissance to the contemporary period is examined in both volumes. 7. The text integrates a study of jazz and popular music, which is indigenous to American culture, into the traditional study of European art music. 8. Specific compositions are studied. The text continually directs attention to the musical examples and encourages class discussion of them. 9. The in-class composition and performance of music is encouraged. Many of the assignments are designed to promote student interest in developing composition skills. 10. The two volumes provide a complete basis for the study of music theory. Volume 1 is usually completed in the first year of instruction and volume 2 in later courses. 11. The chapters may be studied in the order preferred by the instructor. Some recommendations for reorganization are listed in the instructor’s manuals that accompany the two volumes. 12. An outline format is maintained throughout the two volumes. This format ensures conciseness, efficiency, and ease in locating specific topics. 13. This textbook is a part of a carefully integrated package. An instructor’s manual accompanies each volume. It offers helpful hints in presenting class material and answers to objective text assignments. Two workbook/anthologies for students and solutions manuals for those workbook/anthologies are also available.
NEW TO THIS EDITION
The eighth edition of Music in Theory and Practice, volume 1, incorporates the following significant changes: 1. The assignment sections of this text have been expanded to provide additional practice materials for students. The new course-tested assignments are appropriate for both inclass study and homework. 2. All of the musical examples have been newly engraved and designed with the student in mind. The revised notation includes ample workspace and staff-size adjustments to facilitate student work. 3. The chapter on voice leading in two voices has been expanded to include all five species of modal counterpoint. This change was made in response to numerous requests for an in-text presentation of all five species. 4. Another change recommended by reviewers and reflected in this edition is the organization of the chapters. The modulation chapter now appears after, instead of before, the chapter on secondary dominants and leading-tone chords. Nevertheless, the two chapters have been written so that either topic can be presented in the instructor’s order of preference. 5. The appendix section includes a summary of four-part voice-leading practices, in addition to updated listings of macro analysis and popular music symbols. 6. The macro analysis descriptions have been enhanced throughout this volume, and a large number of the musical examples include both Roman numeral and macro analysis. 7. Online support for this edition has been expanded. Resources available from the McGraw-Hill Online Learning Center include assignment templates compatible with Finale™ music notation software, supplementary drill assignments, testing materials, and additional recordings. Visit www.mhhe.com/mtp8 for these items. 8. Recordings are available for both the textbook and the workbook of this edition of Music in Theory and Practice. The CD that accompanies this text includes recordings for several of the assignment scores. The following graphic identifies these text recordings:
Recordings for compositions presented in the workbook anthology are included at the Online Learning Center. Preface
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Acknowledgments
I am profoundly grateful to Bruce Benward, my inspirational teacher and respected mentor, for allowing me the chance-of-a-lifetime opportunity to join him in working on Music in Theory and Practice. His supportive guidance and intelligent advice proved to be astoundingly accurate over the years, and I will never forget the significant influence he has had on my life. It is a genuine honor to be a recipient of Bruce Benward’s legacy to the world of music theory instruction. I would also like to thank those colleagues whose scholarly expertise contributed to the preparation of the eighth edition. I am ever indebted to Nancy Redfern of Northern Michigan University and Garik Pedersen of Eastern Michigan University for creating new recordings to accompany both volumes of the textbook and the workbook. I am also grateful for the generous support provided by Mark Pappas of Eastern Michigan University—particularly with regard to the newly updated jazz and popular music symbols. The thoughtful care with which these three musicians approach their scholarship has significantly benefited Music in Theory and Practice, and I am grateful for their contributions. Grateful acknowledgement is extended to the following individuals, whose suggestions and reviews were extremely helpful: Marc Aust, Eastern Michigan University Bill Carmody, Sierra College Thomas M. Couvillon, Jr., Sam Houston State University James L. Denman, Seattle Pacific University Warren Gooch, Truman State University G. Fredrick Guzasky, Bridgewater State College Paul Halversen, Spokane Falls Community College Jason Haney, James Madison University Robert Howard, McKendree College Darleen Mitchell, University of Nebraska at Kearney Kathy Morgan, Collin County Community College Roy Nitzberg, Queens College Terry A. Oxley, Bloomsburg University Rosângela Yazbec Sebba, Mississippi State University Edward W. West, Oral Roberts University My acknowledgements would not be complete without mentioning the highly professional staff at McGraw-Hill. The expert guidance provided by Chris Freitag, Melody Marcus, Barbara Curialle, Beth Ebenstein, Marley Magaziner, and Jeff Neel has been invaluable, and I am indebted to Holly Paulsen, Barbara Hacha, Jerome O’Mara, and the entire production staff for their attentive assistance. Appreciation is also extended to John Pierce and Gary Karsten of Thompson Type for their generous help with the new art files. I cannot imagine a better team of colleagues and am grateful for their continuing support of Music in Theory and Practice. Marilyn Saker
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INTRODUCTION
The Materials of Music: Sound and Time
TOPICS
Sound Vibration Compression Rarefaction Frequency Pitch
Tone Intensity Acoustics Decibels Duration Meter
Beat Rhythm Timbre Harmonic Series Partials Fundamental
The basic materials of music are sound and time. When you play an instrument or sing, you are producing sounds, so it is important that you thoroughly understand these basic materials. Sounds are used to structure time in music. Time occurs in the duration of the sounds and the silences between sounds. This book is devoted to a study of the complex relationship between these two basic materials.
SOUND
Sound is the sensation perceived by the organs of hearing when vibrations (sound waves) reach the ear.
Vibration
Vibration is the periodic motion of a substance. When you play an instrument, parts of the instrument (the strings, sounding board, etc.) and the air inside and around the instrument vibrate.
Compression and Rarefaction
These terms refer to the alternation of increased (compression) and decreased (rarefaction) pressure in the air caused by an activated (vibrating) surface or air column. One complete cycle of compression and rarefaction produces a vibration, or sound wave.
Compression (increased air pressure)
Sound Waves +
Elastic Surface at Rest Rarefaction (decreased air pressure)
–
Compressions
Rarefactions
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Frequency
Frequency refers to the number of compression–rarefaction cycles that occur per unit of time, usually one second. Audible sounds for the human ear range from 20 to 20,000 cycles per second.
THE FOUR PROPERTIES OF SOUND
Sound has four identifiable characteristics or properties: pitch, intensity, duration, and timbre. Despite how complicated a composition may be, these four are the only variables with which composers and performers have to work.
Pitch
Pitch is the highness or lowness of a sound. Variations in frequency are what we hear as variations in pitch: The greater the number of sound waves produced per second of an elastic body, the higher the sound we hear; the fewer sound waves per second, the lower the sound.
Tone
A tone is a musical sound of definite pitch.
Intensity
Intensity (amplitude) is heard as the loudness or softness of a pitch. In acoustics (the science of sound), intensity is the amount of energy affecting the vibrating body, and the physicist measures intensity on a scale from 0 to 130 in units called decibels. In musical notation, gradations of intensity are indicated with the following Italian words and their abbreviations:
Italian Word
Symbol
Translation
Average Decibels
Pianissimo
π p
Very soft
40
Soft
50
Moderately soft
60
Moderately loud
70
Loud
80
Very loud
100
Piano
P F
Mezzo piano Mezzo forte
f ƒ
Forte Fortissimo
Duration Meter
Duration is the length of time a pitch, or tone, is sounded. For patterns of duration, the following terms are used: meter and rhythm. Meter describes regularly recurring pulses of equal duration, generally grouped into patterns of two, three, four, or more with one of the pulses in each group accented. These patterns of strong (>) and weak () pulses are called beats. For example: Duple meter: > Triple meter:
>
| >
| >
| >
| >
| =
| =
œ œ > œ œ œ >
œ œ > œ œ œ >
œ œ > œ œ œ >
Duple (two-beat) meter and triple (three-beat) meter are the two basic meters. All other meters result from some combination of these two. Rhythm
Operating in conjunction with the meter, rhythm is a pattern of uneven durations. While the steady beats of the meter combine to form measures, a rhythm may be a pattern of almost any length.
xiv
Introduction
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Meter
Rhythm
& 43 œ œ œ
œ. œ œ J
œ œ œ
Meter
& 44 œ œ œ œ
œ ˙
œ œ Œ
Rhythm
œ œ œ œ
œœœ œ œœ ˙
Ó
Timbre is the tone quality or color of a sound. It is the property of sound that permits us, for instance, to distinguish the difference between the sound of a clarinet and an oboe. This sound quality is determined by the shape of the vibrating body, its material (metal, wood, human tissue), and the method used to put it in motion (striking, bowing, blowing, plucking). It is also the result of the human ear’s perception of a series of tones called the harmonic series, which is produced by all instruments.
Timbre
Harmonic Series
A harmonic series includes the various pitches produced simultaneously by a vibrating body. This physical phenomenon results because the body vibrates in sections as well as in a single unit. A string, for example, vibrates along its entire length as well as in halves, thirds, quarters, and so on. A B
C
A—String Vibrating as a Unit B—String Vibrating in Halves C—String Vibrating in Thirds Partials
The pitches produced simultaneously by the vibrating sections are called partials or harmonics. The first partial, often called the fundamental, and the series of partials constitute a musical tone. Since the fundamental is the lowest frequency and is also perceived as the loudest, the ear identifies it as the specific pitch of the musical tone. Although the harmonic series theoretically goes to infinity, there are practical limits; the human ear is insensitive to frequencies above 20,000 Hz. (Hz is the abbreviation for hertz, a standard measurement of frequency expressed in cycles per second.) The following illustration carries the harmonic series of an A fundamental to the sixteenth partial:
?
w
Frequency (in Hz.): 55
2
w 110
3
w 165
#w
w
12
14
15
16
715 770
825
880
w
œ
w
4
w
5
6
7
8
9
10
11
220
275
330
385
440
495
550
605 660
Introduction
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œ
#w
& 1
w #œ
w #w #œ
13
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The individual partials that make up a musical tone are not distinguished separately but are heard by the human ear as a blend that characterizes timbre. You may notice that the harmonic series looks very similar to the “open” tones on brass instruments. The brass instruments and some other instruments, such as the woodwinds, are capable of playing various pitches in the harmonic series.
SUMMARY
Music is an art of sound and time, and the basic characteristics of musical tone—pitch, duration, intensity, and timbre—are the fundamental elements. The principal concern in this book will be to determine how musical tones interact with each other to produce music.
xvi
Introduction
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PA R T
A The Fundamentals of Music
B
efore you begin your study of the structure of music, you must first understand the notation and basic elements of music: the fundamentals of music. As an experienced musician, you have probably learned many of these concepts in your previous studies. Our purpose here is to present these basic musical facts in a systematic way to aid you in gaining fluency and filling any gaps in your knowledge. Even if you know the materials presented here, we urge you to take this opportunity to practice until you can recall the fundamentals without a moment of hesitation. Your success in understanding the structure of music will depend on this ability. Our goal in this and the following book is to show you how music is put together. We will deal with a wide variety of music from very early to the most recent, from art music to folk and popular music. As a prelude to this adventure, you must understand in broad terms the history of Western music and see the relationships among the various styles. For this reason we have included a brief overview of music history in Appendix D. We wish you success in your work and hope that you find here the beginning of a lifetime of exciting and serious study of the art of music.
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CHAPTER
1 Notation
TOPICS
IMPORTANT CONCEPTS
Notation of Pitch
The Staff
Pitch Staff Letter Names Clefs Treble Clef Bass Clef Grand Staff Middle C Ledger Lines C Clef Alto Clef Tenor Clef Soprano Clef Mezzo Soprano Clef Baritone Clef Octave Identification Accidentals
Sharp Flat Natural Double Sharp Double Flat Interval Enharmonic Equivalents Half-Step Motion Duration Breve and Rest Whole Note and Rest Half Note and Rest Quarter Note and Rest Eighth Note and Rest Sixteenth Note and Rest Thirty-Second Note and Rest
Sixty-Fourth Note and Rest Tie Dot Second Dot Irregular Divisions and Subdivisions Rhythm Pulse or Beat Meter Meter Signatures Simple Meter Compound Meter Duple, Triple, and Quadruple Meters Asymmetrical Meter Syncopation Dynamic Markings
Music notation is much more precise and complicated than written language. When we notate music, we use symbols that show three of the four properties of sound described in the introduction: pitch and duration are given accurately, and relative intensity is indicated. Furthermore, pitch and duration are shown simultaneously. The term pitch describes the highness or lowness (the frequency) of a tone. In music notation, pitches are represented by symbols positioned on a staff and identified with letter names. The staff consists of five equally spaced horizontal lines.
Figure 1.1 Five Lines
Letter Names
The various pitches are referred to by the first seven letters of the alphabet (A B C D E F G), as shown on the piano keyboard in Figure 1.2.
3
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Figure 1.2
C D E F G A B C D E F G A B C D E F G A B
The Clefs Treble Clef (G)
A clef is a symbol placed at the beginning of a line of music that establishes the letter names of the lines and spaces of the staff. The treble clef or G clef is an ornate letter G. The curved line terminates at the second line of the staff, thus designating the letter name of a note on that line as G.
Figure 1.3 Staff with Treble or G Clef
Bass Clef (F)
&
G
B E
A F
C
D
E
G
F
D
The bass clef is called the F clef because it was derived from the letter F. The dots are placed above and below the fourth line of the staff, designating that line as F.
Figure 1.4 Staff with Bass or F Clef
Grand Staff
?
F
G E
A
B
D
C
B
A
G
F
Together, the treble and bass staves make up a grand staff. Figure 1.5 shows the point at which both clefs converge. The two Cs are the same pitch: middle C.
Figure 1.5 Middle C
Grand Staff
& w
w
w
w
w
G
? w
F
w
E
D
C
F
G
A
B
C
w
w
w
Middle C
4
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The Fundamentals of Music
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The grand staff is associated most often with keyboard music. Figure 1.6 shows the relationship between the grand staff, the standard 88-key piano keyboard, and middle C.
Figure 1.6 Middle C
w w w w w w w w ?w w w w w w w w &
C D E Ledger Lines
F
C D E
G A B
F
G A B C
Pitches that go beyond the limits of the staff are written by adding ledger lines above or below the staff. Ledger lines, which parallel the staff, accommodate only one note (see Figure 1.7).
Figure 1.7
&
w
w
w
w
w
C
B
A
G
F
w
w
w
w
w
E
D
C
B
A
?
C Clef
w
w
w
w
w
A
B
C
D
E
w
w
w
w
w
C
D
E
F
G
A C clef may be positioned on any line of the staff to designate middle C. This clef is coupled with a set of secondary names that identify each of the possible positions (see Figure 1.8).
Figure 1.8 Treble
& w
Soprano
B w
Mezzo Soprano
B w
Alto
Tenor
Bw
B w
Baritone
B ? w
Bass
?
w
alternate
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Notation
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Alto Clef The alto clef is a C clef that designates the third line of the staff as middle C. It is the standard clef used in music for viola. Tenor Clef The tenor clef is a C clef that designates the fourth line of the staff as middle C. The tenor clef is occasionally found in music written for cello, bassoon, or trombone. Soprano, Mezzo Soprano, and Baritone Clefs The soprano, mezzo soprano, and baritone clefs are C clefs used less often than the alto and tenor clefs. In each case the line indicated by the notch of the clef is designated as middle C.
Octave Identification
Since the pitch spectrum is so wide, it is often necessary to identify a specific note by the octave in which it appears. Thus, middle C is distinguished from any other C in the pitch spectrum by the written designation C4 (see Figure 1.9).
Figure 1.9
The 8va above the right portion of the treble staff in Figure 1.9 means that the pitch sounds an octave above the written note. This symbol is used when a large number of ledger lines make note reading difficult. A related symbol, 8vb, is used to indicate when a pitch sounds an octave below the written note. The system of octave identification in Figure 1.9 is recommended by the International Acoustical Society and is used in Braille music notation. Each octave of this system is numbered, beginning with A0 for the lowest note on the piano and extending to C8 for the highest note on the piano. Although the system shown in Figure 1.9 is used throughout this book, your instructor may prefer the system shown in Figure 1.10.
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Figure 1.10
The octave identification system in Figure 1.10 is often referred to as the Helmholtz system after the German acoustician who made the system popular. This widely used designation method has been prevalent since the nineteenth century.
Accidentals
Accidentals are symbols that are placed to the left of the noteheads to indicate the raising or lowering of a pitch. Sharp ( # )—raises the pitch a half step. Flat ( b )—lowers the pitch a half step. Natural ( n )—cancels any previous sharp or flat and returns to the natural, or unaltered, pitch. Double Sharp ( ‹ )—raises the pitch two half steps. Double Flat ( ∫ )—lowers the pitch two half steps.
Figure 1.11
&
Interval
#w
bw
nw
G Sharp
G Flat
G Natural
∫w
G Double-Sharp G Double-Flat
An interval is the relationship between two tones. In Western music, the half step is the smallest interval used. It is the interval between any two adjacent keys—black or white— on the keyboard.
CHAPTER 1
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‹w
Notation
7
2/17/09 10:12:40 AM
Figure 1.12
&
w #w w w w # w w # w w w # w w #w half steps
Enharmonic Equivalents
Enharmonic equivalents are tones that have the same pitch but different letter names.
Figure 1.13
bw #w
& #w bw
Half-Step Motion
#w bw
bw #w
#w nw
#w nw
#w ∫w
In passages of music involving half-step motion, a flatted note is followed most often by a note with a different letter name a half step lower.
Figure 1.14 Usually found:
& bw
w
bw
w
bw bw
Less often found:
bw nw
bw nw
A sharped note is followed most often by a note with a different letter name a half step higher in passages involving half-step motion.
Figure 1.15 Usually found:
& #w
Notation of Duration 8
3711_ben01877_Ch01pp1-26.indd 8
w
Less often found:
#w
w
#w #w
#w nw
#w nw
The notation of duration is illustrated in the following chart:
PART A
The Fundamentals of Music
4/10/08 3:48:39 PM
Figure 1.16 Note
Breve (Double Whole Note)
› or W
„
w
∑
Whole Note
Rest
h
Quarter Note
q
Œ
Eighth Note
e
‰
Sixteenth Note
x
≈
Sixty-fourth Note
Two Whole Notes
Ó
Half Note
Thirty-second Note
The Tie
Equivalents
Name
Kr œ KKr œ
Two Half Notes
h h
Two Quarter Notes
q q
Two Eighth Notes
Two Sixteenth Notes
Two Thirty-second Notes
®
Two Sixty-fourth Notes Two One Hundred Twenty-eighth Notes
Ù
w w
œ œ œ œ œ œ œ œ œ œ
The tie is a curved line that connects two adjacent notes of the same pitch into a single sound with a duration equal to the sum of both note values.
Figure 1.17
& œ
The Dot
œ
=
& ˙
Placed to the right of a note head, the dot lengthens the value of the note by half again its value. A second dot lengthens the dotted note value by half the length of the first dot.
Figure 1.18
& ˙.
=
& ˙
œ
& ˙ ..
=
& ˙
j œ œ
Dots may also be used with rests and affect them in the same way.
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Figure 1.19
Irregular Division of Notes
& Ó.
=
& Ó
Œ
& Ó ..
=
& Ó
Œ ‰
A note value may be divided or subdivided into any number of equal parts, as shown in the chart in Figure 1.20. Those divisions and subdivisions that require added numbers are called irregular divisions and subdivisions.
Figure 1.20 Note:
2 parts
œ
˙
œ.
Divisions:
Divisions:
Divisions:
œ
œ
4 parts
œ œ œ
œ œ œ
Subdivisions:
Subdivisions:
œ œ œ œ
œ œ œ œ
5
5 parts
œœœœœ 6
6 parts
œœœœœœ 7
7 parts
œ
œ
2
Divisions: 2
œ
œ
œ
3
3
3 parts
œ
˙.
œœœœœœœ
5
œœœœœ 6
œœœœœœ 7
œœœœœœœ
œ œ œ 4
œ œ œ œ 5
œ œ œ 4
œ œ œ œ 5
œœœœœ
œœœœœ
Subdivisions:
Subdivisions:
œœœœœœ
œœœœœœ
7
œœœœœœœ
7
œœœœœœœ
Rhythm
Rhythm is a general term used to describe the motion of music in time. The fundamental unit of rhythm is the pulse or beat. Even persons untrained in music generally sense the pulse and may respond by tapping a foot or clapping.
Meter Signatures
Meter can be defined as a regular, recurring pattern of strong and weak beats. This recurring pattern of durations is identified at the beginning of a composition by a meter signature (time signature).
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Figure 1.21
& 22
32
42
42
43
44
68
98
12 8
The upper digit indicates the number of basic note values per measure. It may or may not indicate the number of pulses per measure (as we will be see later in compound meters). The lower digit indicates a basic note value: 2 signifies a half note, 4 refers to a quarter note, 8 to an eighth note, and so forth.
Figure 1.22
& 43
3 & œ
means
= 3 quarter notes per measure
Although meter is generally indicated by time signatures, it is important to realize that meter is not simply a matter of notation. Simple Meter
In simple meter, each beat is divided in two parts (simple division). The upper numbers in simple meter signatures are usually 2 , 3, or 4 indicating two, three, or four basic pulses. Some simple meters showing the division of the beat are shown in Figure 1.23.
Figure 1.23 Beats
& 43 œ
œ
œ
1
2
3
Beats
& 32 ˙
˙
˙
1
2
3
Beats
Beats divided
œ 1
œ
œ
1
œ
œ
œ
1
2
3
4
& 42 ˙
˙
˙
˙
1
2
3
4
œ
œ
2
Beats divided
& 44 œ
Beats
œ
œ
Beat subdivided
œ œ œ œ 3
œ
2
Beat subdivided
œ œ œ œ 3
Beats divided
Beats subdivided
1
3
œ œ œ œ œ œœ œœ œœ œ 2
4
Beats divided
Beats subdivided
1
3
œ œ œ œ œ œ œ œ œ œ œ œ 2
4
The basic pulse in simple meter will be some kind of a note value that is not dotted:
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Figure 1.24
Compound Meter
Meter Signature
Beat (Pulse)
22 32 42
˙
œ
œ
42 43 44
œ
œ
œ
28 38 48
j œ
œ
œ
Division
In compound meter, each pulse is a dotted note, which is divided into groups of three parts (compound division). The upper numbers in compound meter signatures are usually 6, 9 , and 12. In compound meter signatures, the lower number refers to the division of the beat, whereas the upper number indicates the number of these divisions per measure.
Figure 1.25
& 68
& 2œ .
means
& 68 œ . 1
œ.
œ
2
1
= 2 dotted quarter notes per measure
œ
œ
œ
œ
œ
2
Note that the basic pulse in compound meter will be some kind of dotted note value:
Figure 1.26 Beat (Pulse)
Division
12 4
˙.
œ œ œ
68 98 12 8
œ.
œ œ œ
6 16 9 12 16 16
j œ.
œ œ œ
Meter Signature
6 4
9 4
6
In 8 meter there are only two basic pulses, in there are four.
12
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PART A
98 meter there are three, and in 128
meter
The Fundamentals of Music
4/10/08 3:48:44 PM
Figure 1.27 Beats
& 98 œ . 1
Beats
& 49 ˙ . 1
Beats
& 12 8 œ.
12 & 4 ˙.
2
3
˙.
˙.
2
3
œ œ œ œ œ œ œ œ œ 1
2
3
Beats divided
œ œ œ œ œ œ œ œ œ 1
œ.
œ.
2
3
4
˙.
˙.
˙.
2
3
4
1
Duple, Triple, and Quadruple Meters
œ.
œ.
1 Beats
œ.
Beats divided
2
3
Beats divided
œ œ œ œ œ œ œ œ œ œ œ œ 1
2
3
4
Beats divided
œ œ œ œ œ œ œ œ œ œ œ œ 1
2
3
4
Both simple and compound meters will have two, three, or four recurring pulses. Meters are identified as duple if there are two basic pulses, triple if there are three, or quadruple if there are four. These designations are often combined with the division names to describe 2 6 a meter. For example, 4 is a “simple duple” meter and 8 is a “compound duple” meter.
Figure 1.28 Compound Meters
Simple Meters Duple Meters
Triple Meters
Quadruple Meters
Asymmetrical Meters
22
28
68
46
6 16
43
32
38
98
49
9 16
44
42
48
12 8
12 4
12 16
The term asymmetrical means “not symmetrical” and applies to those meter signatures that indicate the pulse cannot be divided into equal groups of 2, 3, or 4 beats. The upper numbers in asymmetrical meters are usually 5 or 7.
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Notation
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Figure 1.29 Asymmetrical Meter Signatures:
45 85
5 16
47
78
& 85 œ œ œ œ œ œ
7 16
œ.
œ œ œ œ œ œ.
œ
& 78 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ Syncopation
If a part of the measure that is usually unstressed is accented, the rhythm is considered to be syncopated.
Figure 1.30 Beethoven: String Quartet in C-sharp Minor, op. 131, IV, mm. 1–4. syncopation
### 2 ‰ j & 4 œ œœ œ ‰ Œ p
‰ œ œ œ Jœ ‰ Œ
Parker: Au Privave, mm. 1–4. syncopation
>œ . j 4 œ ‰ b Œ ‰ œ œ œ œ œ œ œ œ œ & 4 œ œ œ #œ œ œ bœ œ œ >œ > >
> ‰ b œ œj
syncopation
Beethoven: String Quartet in A Major, op. 18, no. 5, III, Variation I, mm. 7–8.
œ œ œ # œ œ œ & # #œ œ œ ß ß ß ß p
j œ
..
syncopation
Dynamic Markings
Dynamic markings indicate the general volume (amplitude) of sound. Although imprecise, such marks denote approximate levels of intensity. The following words, abbreviations, and signs are common:
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Symbol
Term
Definition
Pianissimo
Very soft
Piano
Soft
Mezzo piano
Moderately soft
Mezzo forte
Moderately loud
f ƒ
Forte
Loud
Fortissimo
Very loud
<
Crescendo (cresc.)
Gradually become louder
>
Decrescendo (decresc.), or diminuendo (dim.)
Gradually become softer
Sforzando, sforzato
Sudden accent on a single note or chord
Sforzando piano
Sudden accent followed immediately by soft
Fortepiano
Loud followed immediately by soft
π p
P F
ß, S Ç
History Neumatic Notation
The notation of both pitch and duration has evolved over the centuries. It has been a gradual process of transformation that continues yet today. From about 650 to 1200, music notation consisted of a set of symbols called neumes (pronounced “newms”). These symbols took their name from the Greek word forgesture. Written above the Latin texts associated with the liturgy of the Christian church, neumes could not convey pitch or duration, but rather served as a memory aid in recalling previously learned melodic lines. Figure 1.31 is an example of neumatic notation from a twelfthcentury manuscript.
Figure 1.31
Horizontal lines were gradually added to indicate the locations of F and C. In the eleventh century, a four-line staff appeared that included the F line, the C line, and two additional lines. Later, neumes were square or diamond-shaped, as shown in Figure 1.32. Combined with the staff, neumes could now indicate specific pitches. The four-line staff is still used to notate Gregorian chant.
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Figure 1.32
Transcribed into modern notation:
œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ J œ œ œ œ ‰ J
œ œ œ ? œ œ œ œ œ A - sper
-
Mensural Notation
ges
me,
Dó
-
mi - ne,
hyssó -
po,
et
mun - dá
-
bor:
Mensural (measured) notation, a system that included durational values as well as pitch, developed during the thirteenth century as the single melody and free rhythm of Gregorian chant or plainsong gave way to measured music that included parts, descant, and, later, harmony and counterpoint.
Figure 1.33 Thirteenth-Century Mensural Notation
Present Notation
Our present system of notation evolved from thirteenth-century practices. A treatise on mensural notation, De Musica Mensurabili (Ars Cantus Mensurabilis), by Franco of Cologne (active 1250–1280), contains the fundamental rules of modern notation. Our notation system has developed gradually since the thirteenth century, and graphic details such as the shape of notes and clefs have changed. New symbols have been (and continue to be) invented as needed to better communicate the growing complexity of music.
APPLICATIONS
The following series of directions highlight rudimentary elements of modern-day music notation. Whether preparing a score by hand or with the assistance of music notation software, a thorough knowledge of these standardized practices will ensure that the notated music is represented correctly.
Some Directions for Notation
1. Noteheads are oval in shape and positioned on the staff lines and spaces at a slight upward slant. Stems are thin, vertical lines that are directly connected to the head. The stems of single notes within the staff should be about one octave in length.
Figure 1.34 Stems one octave long
& 16
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œ
PART A
œ
œ
The Fundamentals of Music
4/10/08 3:48:47 PM
2. When a staff contains only a single melody, stems go down on those notes above the middle line and up on those notes below the middle line. When a note is on the middle line, the stem is usually down, except when the stems of adjacent notes are in the opposite direction.
Figure 1.35 For note heads below the middle line, stems up
& 44 œ
œ
œ
œ œ
œ
œ
œ
For note heads above the middle line, stems down
œ
œ
œ
œ
Œ
˙.
For note heads on the middle line, stems usually down except when surrounding stems are up
3. When stemmed notes are placed on ledger lines, the stems should extend to the middle line of the staff.
Figure 1.36
&
œ
œ
œ
œ
œ
œ Middle line
4. When connected by beams, stemmed notes should be modified so that the beams are slanted to cross no more than one line of the staff for each group of notes. Beams are slightly thicker than note stems.
Figure 1.37
& œ
œ
œ
œ
œ œ
œ
œ
œ
œ
œ
œ
Beam does not pass more than one staff line per two notes 5. When two melodies occupy the same staff, the stems for one melody are up, and the stems for the other melody are down. This makes it possible to distinguish the melodies.
Figure 1.38 Wrong
& 44 ˙œ œ CHAPTER 1
3711_ben01877_Ch01pp1-26.indd 17
Right
˙ œ œ
Notation
˙œ
œ
˙ œ
œ
17
4/10/08 3:48:48 PM
6. Beam groups of eighth notes (and smaller values) according to the beats in the measure.
Figure 1.39 Wrong
Right
& 43 œ œ œ œ œ œ Jœ
œ œ œ œ œ œ œ
7. In compound meter, it is important to show the basic pulse structure of the measure and the division (of three) as clearly as possible.
Figure 1.40 Confusing
& 98 œ .
Better
Confusing
& 46 œ œ Ó Confusing
6 œ & 16
œ.
œ œ œ œ œ
œ
œ œ
Better
œ œ Œ Œ œ œ
Better
œ
j œ œ œ œ œ
œ J
œ œ œ R R J
8. Use flags for eighth or shorter-value notes that are not grouped within a beat.
Figure 1.41 Correct
j œ œ. & 43 ‰ œ
j œ
œ œ Œ ‰
j œ
9. Connect no more than six notes by beams unless all are part of one beat. 10. Flagged and beamed notes are generally not mixed, except when notating vocal music. In vocal music, flagged notes have traditionally been used when the text–music relationship involves one note for each syllable. However, modern practice has moved toward the use of “instrumental” notation for vocal music.
Figure 1.42 Wrong
Right
Traditional Vocal Notation
Modern Vocal Notation
& 43 Jœ œJ œ œ œ œ & 68 ‰ Jœ Jœ Jœ Jœ Jœ
˙.
Oh, I wish I had gone
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PART A
œ œ œ œ œ œ
‰ œ œ œ œ œ
˙.
Oh, I wish I had gone
The Fundamentals of Music
4/10/08 3:48:49 PM
11. Irregular divisions of a beat or measure are indicated by showing the number of notes in the resulting group by means of an Arabic numeral. The note values of the irregular group are notated the same way as the regular group, provided the number of notes in the irregular group is less than twice that of the regular. For example, a triplet retains the same note values as a regular duplet.
Figure 1.43
& 43 œ
œ
œ
œ
œ
œ
œ
œ
œ
3
Regular group is eighth notes
& 32 ˙
œ
œ
Irregular group is also eighth notes
˙
˙
œ
œ
œ
˙
3
Regular group is quarter notes
Irregular group is also quarter notes
When the number of notes in the irregular group is more than twice the number of the regular, then the next smaller note value is used; for example, a quintuplet would employ the next smaller note value.
Figure 1.44
& 43 œ
œ
œ
œ
œ œ œ œ œ œ œ 5
Regular group is eighth notes
Irregular group is sixteenth notes (contains more than twice the notes of the regular group)
12. The whole rest can be used to indicate a full measure of rest in any meter. 3 13. Use two quarter rests rather than a half rest in 4 meter.
Figure 1.45 Wrong
Right
3 &4 Ó
œ
Œ
Œ
œ
14. When notes of a chord are on an adjacent line and space, the higher of the two is always to the right, regardless of the direction of the stem.
Figure 1.46 Higher note to the right
& œœœœ CHAPTER 1
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œœœ œ Notation
œœœ œ
œœœœ 19
4/10/08 3:48:50 PM
15. When a dotted note is on a line, the dot is usually placed slightly above the line. When two separate voices are placed on a single staff, the dots are below the line on the notes with stems down.
Figure 1.47
œœ .. œ.
& œ.
œœœ ... œ.
œœœ ...
˙œ .
œœ ..
œ J
Dots above the line except in two voices 16. Dynamic markings should be added above, between, or below staves according to the nature of the music or score: Instrumental Music The markings in instrumental music are usually placed beneath the staff to which they refer. Sometimes, because of inadequate space, it is necessary to place markings above the staff. Vocal Music Vocal music markings are usually placed above the staff to which they refer. This is done to avoid confusion with the words of the text. Piano Scores The markings in piano scores are placed between the staves if the markings are to apply to both staves. If markings are needed for each staff individually, the markings should go just above or below the staff to which they refer. Markings should not be placed on the staff, although the crescendo and diminuendo will protrude into the staff on occasion.
Figure 1.48 Wrong
œ & 43 p
20
3711_ben01877_Ch01pp1-26.indd 20
PART A
œ
œ
œ ˙ ß
Right
œ
p
œ
œ
œ
˙
ß
The Fundamentals of Music
4/10/08 3:48:51 PM
Assignment 1.1 1.
2.
w
& w
3.
w
Write the letter name of each note in the blank below the staff. 4.
5.
6.
w
w ? w
7.
w
8.
9.
w B w
10.
w
11.
12.
w
w
13.
B w
14.
15.
w
16.
w
w
___ ___ ___ ___
___
___
___
___
___
___
___
___
___
___
___
___
17.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
w
32.
___
___
18.
19.
20.
w w B w w B w ___ ___ ___ ___
Assignment 1.2
___
w
___
w
w ___
w
w
& w
___
___
___
___
w
? w
___
___
w
w ___
Write the letter name of each note in the blank below the staff.
1. Bach: Invention no. 13 in A Minor, BWV 784, mm. 11–13.
&c œ
œ œ œ œ œ œ #œ œ #œ œ œ œ #œ œ œ œ œ œ œ œ œ œ œ J œ œ #œ
__ __
__ __ __ __ __ __
__ __ __ __ __
__
__ __ __ __
__ __ __ __ __ __ __ __ __
2. Bach: Sinfonia no. 1 in C Major, BWV 787, mm. 16–18.
&c≈ œ œ œ œ œ œ œ
?
__ __ __ __ __ __ __
œ œ œ bœ œ œ œ œ œ œ œ œ œ œ nœ œ
r œ
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__
3. Bach: “Wir glauben all’ an einen Gott” from Clavier-Übung III, BWV 680, mm. 4–9.
œ nœ œ bœ œ œ œ œ œ œ œ œ œ ? 42 ‰ œ œ œ œ œ œ œ b œ œ # œ œ J __ __ __
__ __ __ __
__ __ __ __
__
__ __ __ __ __ __ __ __ __ __ __
__
œ Œ __
4. Bach: Prelude in C Major (“Leipzig”), BWV 547, mm. 68–72.
bœ œ œ œ b œ œj ? 98 œ Jœ œ b Jœ œ œ b œ b Jœ b œ Jœ œ œ œ œ J J n œ J J b œ J J bœ J œ ˙. œ. __ __ __ __ __ __
__ __ __ __ __ __
CHAPTER 1
3711_ben01877_Ch01pp1-26.indd 21
Notation
__ __ __ __ __ __ __ __ __ __ __ __ __
__
21
4/10/08 3:48:52 PM
Assignment 1.3 1.
2.
w
& w _____ 11.
?
_____ 12.
w
Write the letter name for each note and indicate the octave identification. 3.
4.
w
_____
w
14.
w _____
Assignment 1.4
_____
5. 7. 9.
_____ 16.
_____
2
#w
3
#w
4
w
10.
w _____
18.
_____
19.
20.
w
w ◊
_____
_____
6
∫w
7
‹w
No. _____ and No. _____
No. _____ and No. _____
No. _____ and No. _____
No. _____ and No. _____
w
_____
8
bw
9
#w
10
w
No. _____ and No. _____
In the blanks provided, indicate whether the meter signatures are: (1) simple or compound, and (2) duple, triple, or quadruple.
_________________
2.
_________________
_________________
4.
_________________
_________________
6.
46
_________________
_________________
8.
22
_________________
_________________
10.
3711_ben01877_Ch01pp1-26.indd 22
w
_____
5
bw
_________________
22
17.
_____
w _____
9.
#w
_____
w
Duple, Triple, or Quadruple?
49 38
√ w
8.
w
Simple or Compound?
43
7.
Below are 10 notes. Among them are five pairs of enharmonic equivalents (tones that have the same pitch but different letter names). Using the numbers below the staff, pair up the enharmonic equivalents. 1
3.
15.
_____
& w
Assignment 1.5
w
6.
_____
w
_____
1.
5.
w
_____ 13.
√ w
PART A
Simple or Compound?
Duple, Triple, or Quadruple?
_________________
_________________
_________________
_________________
_________________
_________________
48
_________________
_________________
98
_________________
_________________
68 42 12 16
The Fundamentals of Music
4/10/08 3:48:53 PM
Assignment 1.6
Following are five melodies without meter signatures. Indicate the meter signature or, in some cases, the two meter signatures that render the notation correct.
#
1. ___________________
2. ___________________
3. ___________________
4. ___________________
5. ___________________
Assignment 1.7
& œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ &œ œ œ œ œ & œ.
#œ j J nœ bœ.
œ
œ œ J J #œ #œ j J nœ œ.
œ.
œ J œ œ
#œ
œ.
œ #œ œ nœ
œ
œ
#œ œ œ œ œ œ œ b œœœœœ œ œ œ œ b œ œ œ & œ œ œ # œ œ œ œœ # # >œ œ >œ œ >œ >œ œ >œ œ >œ >œ >œ > œ œ bœ œ œ œ œ j J & J J > > œ > On the staff below each melody, write the pulse in single note values on the top space and the division of the pulse on the bottom space of the staff (see example). Consider the tempo in making your decision. Play or sing each melody. The neutral clef at the beginning of each bottom staff means that no specific pitch is designated.
1. (Ex.) Ives: Three Places in New England, II: Putnam’s Camp, Redding, Connecticut, mm. 107–108. CD Track 1
^ . ^. ^ . ^ # œ . . ^ . œ # œ n œ # œ n œ œ. # œ n œ # œ œ n œ œ^ 4 &4 Animato
œ ã 44 œ
œ
œ œ
œ
œ œ
œ
œ œ
œ
œ œ œ
œ
j œ œ.
^ # œ # œ. n œ # œ^ œ œ. # œ^ n œ. # œ^ œ. œ # œ. ≈ œ œ
œ
œ œ
œ
j œ œ.
œ œ œ
œ
œ œ œ
2. French Folk Song. CD Track 2
# 6 œ. & # 8
Con Brio
ã
œ.
Œ.
6 8 CHAPTER 1
3711_ben01877_Ch01pp1-26.indd 23
œ.
Notation
23
4/10/08 3:48:54 PM
3. French Hymn Tune. CD Track 3
&
####
Moderato
C ˙
˙
˙
˙
˙
˙
˙
˙
˙
C
ã
4. Bartók: “Bulgarian Rhythm” from Mikrokosmos, vol. IV, no. 115, mm. 25–28. CD Track 4 Vivace, h Ye = 80
& 85 œ # œ n œ n œ b œ
œ nœ œ bœ œ
œ nœ œ bœ œ
œ nœ œ bœ œ
ã 85 5. Dutch Folk Song. CD Track 5
## 6 œ œ œ ˙ & 4 Allegretto
ã
œ
œ œ œ ˙
œ œ œ ˙.
œ
˙
œ ˙.
46
6. Chorale Tune: “All Creatures of Our God and King.” CD Track 6 Triumphantly
b & b b 32 ˙ ã
w
œ œ œ œ œ œ
˙
œ œ œ œ œ œ
œ
œ œ œ œ œ
w
32
7. Finnish Folk Song. CD Track 7 Andante
b j & b b b b 48 œ ã
œ œ œ œ œ
œ
œ
œ
‰
48
24
3711_ben01877_Ch01pp1-26.indd 24
PART A
The Fundamentals of Music
4/10/08 3:48:55 PM
Assignment 1.8
Below are 18 measures of music. In each case, the notation is either confusing or incorrect. Rewrite each measure on the staff provided and clarify or correct the notation.
1.
2.
3.
4.
6 & 8 œ œ œ œ #œ œ 3 &4 Ó
2 &4 œœœœœœœœ ? 2 œj Jœ œ œ 4
œ
5.
œ # œ Jœ œ . 3 &4
6.
7.
œ œ œ 3 œ œ &4 #œ
8.
9.
10.
? 98 w
& 44 œ œ œ œ .
11.
œ
12.
œ
j 6 œ & 8 œœœœ œœ
& 43 œœœ
13.
& 43
17.
? 42
œ
œ œ
œœ œ
œ & 42 œ .
œœ . œ ..
œœœ œ œ œœ
16.
j #œ
œ œ. 2
œ.
14.
15.
bœ J
? 44 œ œ œ œ œ œœ œ Œ J
œ
œ
& 43
? 68 œ
œ J
? 43
œ
œ.
j œ
18.
œ œ œ
? 98 œ . œ . œ .
3
CHAPTER 1
ben01877_ch01.indd 25
Notation
25
2/17/09 10:12:41 AM
Assignment 1.9
Each of the following rhythms lacks beams. Rewrite each rhythm and add beams to reflect the given meter signature.
1.
œ œ œ J J
œ œ œœœœœ œ J J RRRRJ J
2.
œ œ œ J J
œ œ œœœœœ œ J J RRRRJ J
43 œ
68 œ
3.
œ œœœ J RRJ
œ œ œ œ œ. J RRJ
4.
œ œœœ J RRJ
œ œ œ œ œ. J RRJ
43 œ . 6 œ. 8
5.
œ œ œ œ œ œ. RRRRRJ
œ œ œ. R RJ
œ œ œ œ œ œ. RRRRRJ
6.
œ œ œ œ œ œ. RRRRRJ
œ œ œ. R RJ
œ œ œ œ œ œ. RRRRRJ
43 Jœ . 68 œ . J
Assignment 1.10
1. 2. 3. 4. 5. 6.
Assignment 1.11
1. Write a rhythmic composition of 16 measures that contains rhythmic patterns, each lasting two measures and repeated once. Continue these patterns through the 16 measures. You should end up with four different rhythmic patterns, each repeated once. 2. Add pitches or make your composition exclusively rhythmic—as you wish. 3. Play your 16-measure composition in class. Repeat it several times. 4. Appoint individual class members to remember each of the four rhythms in your composition—one class member per rhythm. 5. Ask these four members to play your four rhythms, each playing the rhythm you asked the individual to remember and in the same order you had played them, of course.
26
PART A
3711_ben01877_Ch01pp1-26.indd 26
Select a meter signature from those on pages 10–14. Write a measure in a rhythm you think is “catchy.” Include or exclude pitch as you wish. Play the rhythm in class and repeat it at least five times. Ask each of the other members of the class (individually) to repeat your rhythm. Ask each class member to notate the rhythm on score paper. Decide whether each notation is correct or incorrect (even if it is different from your way of notating it).
The Fundamentals of Music
4/10/08 3:48:56 PM
2
CHAPTER
Scales, Tonality, Key, Modes
Scale Pitch Class Diatonic Scales Tonic Scale Degree Names Major Scale Tetrachord Transposition Key Signature
TOPICS
Natural Minor Scale Harmonic Minor Scale Melodic Minor Scale Relative Minor Relative Major Circle of Fifths Parallel Relationship Tonality Key
Pentatonic Scale Nondiatonic Scales Chromatic Scale Whole-Tone Scale Blues Scale Octatonic or Diminished Scale Mode Solfeggio Pitch Inventory
IMPORTANT CONCEPTS
Performers often practice scales to develop their technique. The collections of pitches and recurring patterns performers use to focus attention on technical aspects are the same building blocks of musical composition.
Scale
A scale is a collection of pitches in ascending and descending order. Musicians use a scale as a convenient way of displaying the notes used in a melody or harmony. In Figure 2.1, the melody consists of 24 notes but only seven different letter names. A pitch class contains all notes of the same name regardless of octave. The pitch classes for the melody in the second part of Figure 2.1 on page 28 are arranged in ascending order to form a scale. The caret (ˆ) above each number indicates that the number represents a scale degree.
Pitch Class
Figure 2.1 Haydn: Symphony no. 94 in G Major (“Surprise”), III: Menuetto, mm. 1–8. 1 2
3
4
5
6
7
8
9
10 11
œ œ œ œ # & 43 œ œ œ œ œ œ œ GA B G D
B G G
F# D C
œ
12
A
Œ
13 14 15 16 17
18 19 20
21 22 23
24
D E F# D A
F# D C
B G G
G
œ œ œ œ œœ œ œ œ œ œ
œ
27
3711_ben01877_Ch02pp27-54.indd 27
4/10/08 3:56:14 PM
Notes of the melody arranged as a scale:
&
#
1ˆ
2ˆ
3ˆ
4ˆ
w
w
w
w
G
A
B
C
5ˆ
w
w
6ˆ
w
7ˆ
8ˆ = 1ˆ
D
E
F#
G
Tonic or Keynote
w
Octave of Tonic (duplicate of first letter)
Although an infinite variety of pitch combinations is available, the following scales represent those in most common use during the past 200 years.
Diatonic Scales
Scale Degree Names
28
3711_ben01877_Ch02pp27-54.indd 28
Diatonic (literally “across the tones”) defines a scale of mixed half and whole steps (and an occasional step and a half) in which each individual tone plays a role. The first tone of a scale, the tonic, is a point of rest and is considered to be the most stable. Other tones lead toward or away from it, creating varying degrees of tension or relaxation. Since the tonic is the focal point of the scale, the most stable note, and the point of greatest relaxation, diatonic melodies frequently end on the tonic note. At times the word diatonic is used to indicate a tone that is part of a particular scale pattern—as distinguished from a nondiatonic tone that does not belong to the scale pattern. Each degree of the seven-tone diatonic scale has a name that relates to its function.
Scale Degree
Name
1st
Tonic
Tonal center—the final resolution tone.
2nd
Supertonic
One step above the tonic.
3rd
Mediant
Midway between tonic and dominant.
4th
Subdominant
The lower dominant—the fifth tone down from the tonic (also the fourth tone up from the tonic).
5th
Dominant
So called because its function is next in importance to the tonic.
6th
Submediant
The lower mediant—halfway between tonic and lower dominant (subdominant). The third tone down from the tonic (also the sixth tone up from the tonic).
7th
Leading Tone
Strong affinity for and leads melodically to the tonic. Used when the seventh tone appears a half step below the tonic.
7th
Subtonic
Used only to designate the seventh degree of the natural minor scale (a whole step below the tonic).
PART A
Meaning
The Fundamentals of Music
4/10/08 3:56:15 PM
Two different scales are shown in Figure 2.2 to illustrate the application of scale degree names to diatonic tones.
Figure 2.2 1ˆ
2ˆ
3ˆ
4ˆ
w
w
w
w
w
w
Tonic
Supertonic
Mediant
Subdominant
Dominant
Submediant
1ˆ
2ˆ
3ˆ
4ˆ
5ˆ
6ˆ
w
w
bw
w
Tonic
Supertonic
Mediant
&
&
Major Scale
5ˆ
6ˆ
w Leading Tone (half step below tonic)
8ˆ = 1ˆ
w
Tonic
bw
7ˆ
bw
8ˆ = 1ˆ
Submediant
Subtonic (whole step below tonic)
Tonic
w
Subdominant Dominant
7ˆ
w
The major scale is a scale of seven different pitch classes with whole steps separating adjacent tones, except for half steps between the third and fourth degrees and between the seventh and eighth (or first) degrees. The eighth pitch has the same letter name as the first and thus is treated as a duplication. All adjacent keys on the piano are a half step apart. Figure 2.3 shows that by beginning on C and playing in order only the white keys to the next C, you build a C major scale.
Figure 2.3
ƒ
C
1ˆ
& w
D
E
F
2ˆ
3ˆ
w
w
G
4ˆ
w
A
B
5ˆ
w
C
6ˆ
w
7ˆ
w
8ˆ = 1ˆ
w
whole whole half whole whole whole half step step step step step step step
Tetrachord
The major scale includes two tetrachords (groups of four pitches) constructed with the same arrangement of intervals—two whole steps followed by a half step. The two tetrachords of the major scale are separated by a single whole step.
CHAPTER 2
3711_ben01877_Ch02pp27-54.indd 29
Scales, Tonality, Key, Modes
29
4/10/08 3:56:15 PM
Figure 2.4
&
ˆ1
2ˆ
3ˆ
4ˆ
w
w
w
w
whole step
whole step
half step
5ˆ
6ˆ
7ˆ
whole step
whole step
whole step
Tetrachord
w
w
w
w
8ˆ
half step
Tetrachord
The melody in Figure 2.5 utilizes the notes of the C major scale.
Figure 2.5 Hatton: “Duke Street.”
& 44 3ˆ
&˙
1ˆ
3ˆ
˙
œ œ ˙ 3ˆ
2ˆ
4ˆ
5ˆ
1ˆ
3ˆ
6ˆ
7ˆ
8ˆ
7ˆ
œ œ ˙ 5ˆ
8ˆ
6ˆ
5ˆ
6ˆ
5ˆ
5ˆ
5ˆ
6ˆ
œ œ w
˙
œ œ ˙
4ˆ
5ˆ
6ˆ
3ˆ
2ˆ
œ œ œ œ œ œ œ œ œ œ w
Transposition
5ˆ
7ˆ
5ˆ
4ˆ
3ˆ
2ˆ
˙
˙
˙
w
3ˆ
2ˆ
1ˆ
œ ˙
˙
w
8ˆ
4ˆ
œ œ ˙.
˙
This same major scale pattern of half and whole steps can be duplicated at any pitch. Such rewriting is called transposition. In Figure 2.6, the major scale is transposed so that its first tone is G. This is the G major scale.
Figure 2.6
#
F
G
1ˆ
& w
2ˆ
w
3ˆ
w
A
B
4ˆ
w
D
C
5ˆ
w
E
G
6ˆ
# w7
w
ˆ
whole whole half whole whole whole step step step step step step
w8ˆ = 1ˆ half step
Key Signature
From Figure 2.6, it can be seen that a sharp is necessary if the major scale pattern of whole and half steps is to be carried out in the transposition. Figure 2.7 provides a convenient way to memorize the sharps or the flats needed when the scale begins on various pitches. The
30
PART A
3711_ben01877_Ch02pp27-54.indd 30
The Fundamentals of Music
4/10/08 3:56:16 PM
arrangement of the necessary sharps or flats is called a key signature and appears at the beginning of each staff in a composition after the clef. Notice that each successive tonic, or beginning note, is five scale degrees (called a perfect fifth) above or four scale degrees below the previous tonic. A new sharp is added to the key signature for each ascending perfect fifth (P5); in the flat signatures, a flat is dropped for each ascending P5 (see Figure 2.19).
Figure 2.7 Major Key Signatures
&w w w w w w w w ?w w w w w w w w C major
w w &b w w w w w w
w w w w w w w & w
?b
?#
w w w w w w w w
#
w w w w w w w w
G major
F major
b &b
w w w w w w w w ? bb w w w w w w w w B b major
# & # w w w w w w w w w ? ## w w w w w w w D major
w & b w w w w w w w
&
###
w w w w w w w w
? bb
? ###
w w w w w w w w
bb
w b w w w w w w w
E b major
A major
w w w bb b w w w & b w w
# ## w w & # w w w w w w
? bb b w w w w w w w b w
? ####
A b major
E major
CHAPTER 2
3711_ben01877_Ch02pp27-54.indd 31
w w w w w w w w
Scales, Tonality, Key, Modes
31
4/10/08 3:56:18 PM
## & # ##
b & b bbb
w w w w w w w w w w ? bb b w w w w w w bb
w w w w w w w w ? #### w w w w w w w w #
D b major
B major
w w bbb b w w w b w & b w w
#### # w w w w w # w & w w
w w ? bb b b bb w w w w w w
? #### # w # w w w w w w w
F # major
G b major
b & b bbbbb
#### ## & #
w w w w w w w w
? #### ## #
? bb b b w w bbb w w w w w w b
C # major
C major
Minor Scale
Natural Minor Scale
w w w w w w w w w w w w w w w w
The minor scale is another common diatonic scale. It is more varied in pitch material because there are two different versions of both the sixth and seventh scale degrees. Traditionally, the minor scales have been described as having three distinct forms, but in practice, composers use all the scale resources of the minor scale within a single composition. The three traditional forms of the minor scale are called natural, harmonic, and melodic. The natural minor scale contains seven different pitches with whole steps separating adjacent tones, except for half steps between the second and third degrees and between the fifth and sixth degrees. Its pitches are those of the white keys of the piano from A to A:
Figure 2.8
F
&
1ˆ
w
G
A
B
D
C
E
F
G
2ˆ
3ˆ
4ˆ
5ˆ
6ˆ
w
w
w
w
w
whole half whole whole half step step step step step 32
3711_ben01877_Ch02pp27-54.indd 32
PART A
A
B
7ˆ
w
8ˆ = 1ˆ
w
whole whole step step
The Fundamentals of Music
4/10/08 3:56:18 PM
The natural minor scale can be thought of as a major scale from the sixth to the sixth degree.
Figure 2.9 C Major Scale
&
w
w
w
w
w
w
w
w
w
w
A Natural Minor Scale The excerpt from a familiar carol in Figure 2.10 employs the natural minor scale.
Figure 2.10 Carol: “God Rest Ye Merry, Gentlemen” (Refrain). 3ˆ
4ˆ
& 44 œ œ ˆ4
3ˆ
&˙ Harmonic Minor Scale
5ˆ
6ˆ
˙
œ œ
4ˆ
5ˆ
5ˆ
6ˆ
5ˆ
7ˆ
4ˆ
2ˆ
1ˆ
3ˆ 2ˆ 1ˆ
œ œ œ œ
˙
œ œ œ
8ˆ
2ˆ
5ˆ
œ œ œ œ
œ œ
3ˆ
4ˆ
3ˆ
œ œ œ œ
1ˆ
˙.
The harmonic minor scale has a raised seventh degree. The added impetus of a raised seventh degree gives more melodic thrust toward the tonic. Raising the seventh degree creates a step and a half between the sixth and seventh degrees, and a half step between the seventh and eighth degrees. Accidentals used to raise the seventh degree do not appear in the key signature. The pattern of half steps (2ˆ–3ˆ, 5ˆ–6ˆ, 7ˆ–8ˆ) is shown in Figure 2.11.
Figure 2.11
#
G
A
&
B
D
C
E
1ˆ
2ˆ
3ˆ
4ˆ
5ˆ
w
w
w
w
w
F
A
6ˆ
7ˆ
w #w
whole half whole whole half step step step step step step and a half CHAPTER 2
3711_ben01877_Ch02pp27-54.indd 33
Scales, Tonality, Key, Modes
8ˆ = 1ˆ
w half step
33
4/10/08 3:56:19 PM
The Mozart excerpt in Figure 2.12 utilizes the harmonic minor scale. Notice the presence of G-sharps in every measure except 5 and 6.
Figure 2.12 Mozart: Sonata in A Minor, K. 310, III, mm. 1–8. Presto
1 j2 j 4 œj j3 2 œ œœ . œ œ & 4 œ . # œ œ˙ . # œ œ˙ . J p œœ œ œœ œœ œ . ? 42 ‰ ‰ . ‰ #œ ‰
Melodic Minor Scale
# œœ
5
œœœ ‰ œ
j œ 7 œ. #œ.
j6 œ ˙œ .
˙œ .
œœ ‰ œ
œœ
j8 œœ œj# œœ œ œ J œœ œ œ œ ‰œ
The melodic minor scale appears in both ascending and descending form. Besides the half step between the second and third degrees, the ascending form includes raised sixth and seventh scale degrees, producing a half step between the seventh and eighth degrees. The descending form is the same as the natural minor. The melodic minor scale developed because composers liked the urgency of the raised seventh, but found the step-and-a-half interval between the sixth and seventh degrees of the harmonic minor scale too harsh, especially for smooth vocal writing. In descending melodic passages, no need exists for the raised seventh, so composers most often used the natural minor with the lowered seventh and sixth degrees.
Figure 2.13
# #
F
A
&
B
D
C
G
A
E
1ˆ
2ˆ
3ˆ
4ˆ
5ˆ
6ˆ
w
w
w
w
w
#w
7ˆ
#w
8ˆ =1ˆ
w
whole half whole whole whole whole half step step step step step step step 8ˆ =1ˆ
& w
7ˆ
nw
6ˆ
5ˆ
4ˆ
3ˆ
2ˆ
1ˆ
nw
w
w
w
w
w
whole whole half whole whole half whole step step step step step step step
34
3711_ben01877_Ch02pp27-54.indd 34
PART A
The Fundamentals of Music
4/10/08 3:56:21 PM
The excerpt in Figure 2.14 includes the ascending and descending forms of the melodic minor scale.
Figure 2.14 Chorale Melody: “Schwing’ dich auf zu deinem Gott,” (“Soar Upward to Thy God”), mm. 5–12 (transposed).
1ˆ 5ˆ 1ˆ 2ˆ
3ˆ 1ˆ 2ˆ
U œ œ ˙ œ œ œ & œ
7ˆ 7ˆ 7ˆ 6ˆ 5ˆ 4ˆ
5ˆ
3ˆ 3ˆ 2ˆ 2ˆ
1ˆ 2ˆ
7ˆ
5ˆ
6ˆ
7ˆ 1ˆ
1ˆ
7ˆ 1ˆ
U U œ œ œ œ œ œ #˙ œ #œ #œ œ œ #œ ˙
U œ œ œ œœ ˙ ˙
An examination of music literature, especially vocal and choral, reveals that composers consider the natural, harmonic, and melodic minors as arrangements of the same scale, with each form to be used according to need. This excerpt by Bach utilizes the various forms of the A minor scale in a single phrase of music:
Figure 2.15 Bach: “Herr Jesu Christ, du höchstes Gut” (“Lord Jesus Christ, Thou Highest Good”), BWV 113, mm. 1–2 (transposed).
& c œœ
œœ
? c œœ œ
# œœ
œœ œ œœ œ œœ
Natural or Descending Melodic Minor
&
œœ
# œœ # œ œ œ
Ascending Melodic Minor
œœ œ. œ
# œœ
U œœ
j œ œ œ œ
Harmonic Minor
A Natural Minor or A Melodic Minor (descending)
A Harmonic Minor
A Melodic Minor (ascending)
w w w w w w w w
w #w w w w w w w
#w #w w w w w w w
Scale Relationships
Relative Relationship
It is important to associate and compare the patterns present in major and minor scales. Two significant associations are byproducts of the overall organizational scheme: the relative and parallel relationships. A major and a minor scale that have the same key signature are said to be in a relative relationship. To find the relative minor of any major scale, proceed to the sixth degree of that scale. This tone is the tonic of the relative minor.
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Figure 2.16 C Major Scale
&
6ˆ
7ˆ
1ˆ
2ˆ
3ˆ
4ˆ
5ˆ
6ˆ
7ˆ
1ˆ
w
w
w
w
w
w
w
w
w
w
ˆ1
2ˆ
3ˆ
4ˆ
5ˆ
6ˆ
7ˆ
1ˆ
2ˆ
3ˆ
A Natural Minor Scale = half steps To find the relative major of a minor key, proceed to the third degree of the minor scale. This tone is the tonic of the relative major key.
Figure 2.17 1ˆ
3ˆ
&b
œ œ œ œ b œ œ & œ œ
œ œ œ œ œ œ œ œ
Its Relative Major (F)
D Minor Scale
Figure 2.18 summarizes the relative relationships between all of the major and minor scales. The organizational pattern perpetuating the major scale key signatures is also present in minor scales. Each minor key tonic is five scale degrees above (or four scale degrees below) the previous tonic.
Figure 2.18 Relative Major and Minor Relationships Letter Names
Key Signatures and Key Notes
Major
Relative Minor
Number of Sharps or Flats
C
a
None
G
e
1 Sharp
F#
&
D
b
2 Sharps
F #, C #
# & #
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3711_ben01877_Ch02pp27-54.indd 36
&
PART A
w w #
w w w w
The Fundamentals of Music
4/10/08 3:56:23 PM
Relative Major and Minor Relationships Key Signatures and Key Notes
Relative Minor
A
f#
3 Sharps
F #, C #, G #
E
c#
4 Sharps
F #, C #, G #, D #
B = Cb
g# = a b
5 Sharps 7 Flats
F #, C #, G #, D #, A # B b, E b, A b, D b, G b, C b, F b
F# = G b
d# = e b
6 Sharps 6 Flats
F #, C #, G #, D #, A #, E # B b, E b, A b, D b, G b, C b
C# = D b
a# = b b
7 Sharps 5 Flats
F #, C #, G #, D #, A #, E #, B # B b, E b, A b, D b, G b
Ab
f
4 Flats
B b, E b, A b, D b
b & b bb A w w
Eb
c
3 Flats
B b, E b, A b
b &bb
Bb
g
2 Flats
B b, E b
&b
F
d
1 Flat
Bb
&b
Circle of Fifths
Number of Sharps or Flats
Letter Names
Major
&
#
####
## & # ##
w aw w aw w aw
=
#### # & # aw aw
=
#### ## & #
=
aw aw
bb & b b bbb A w
Aw
bb & b b bb A w A w b & b bbb A w Aw
b
Aw w Aw w w w
Another way to visualize the relationship between the major scales and their relative minors is with the circle of fi fths (Figure 2.19). All of the key signatures are given within the circle. The major scale tonics are listed outside the perimeter of the circle. The relative minors appear within the inner circle.
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# & & #
Scales, Tonality, Key, Modes
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Figure 2.19 Circle of Fifths C F
G
&
&b
&
#
Bb
&
bb
& a
d
e
g
b &bb
Eb
b
bb &bb
bb
a#
eb d#
# ab c g#
b b & b b bb & b bbbbb #### ## & bbbbbb ## & # & # ## ## # & # ##
Ab
Db C#
Parallel Relationship
## & #
f#
c f
D
##
A
# ## & # E
Cb B
Gb F#
A major and a minor scale that begin on the same tonic note are said to be in parallel relationship. Figure 2.20 shows the major scales and their parallel minors.
Figure 2.20 C major
&
w
w
G major
#
& w
w
w
w
w w
w
w
w
w
w
w
w
w
D major
&
##
w
w
38
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w
w
w
PART A
w
w
w
C minor
b &bb
w Nw Nw w w w w w
G minor
b w Nw aw w w w b w & w
D minor
&b w
w
w
w
w
Nw aw w
The Fundamentals of Music
4/10/08 3:56:26 PM
A major
&
###
&
w
w
E major
####
w
w
w
w
w
w
w w w w w w w w
B major
&
####
#
w w w w w w w w
#### # w w & # w w w w w w
C # major
#### ## & #
w w w w w w w w
F major
&b w
w
w
w
w
w
w
w
B b major
E minor
#
& w
w
w
w
w
aw aw w
aw aw w
# & #
aw w a w w w w w w
F # minor
&
###
C # minor
&
####
aw aw w w w w w w aw w a w w w w w w
F minor
bb Nw w N w w b w b w & w w
B b minor
b
w
w w
w
w
E b major
b &bb w
w
w
w
w
w
b w w w & b bb w w w w
w
w
w
w
w
w
A b major
Tonality
b & b bbb
Nw w N w w w w w w
E b minor
bb w & b b bb w w w w w N w N w
A b minor
Nw Nw w bbb w w w b w & bbb w
Tonality refers to an organized system of tones (e.g., the tones of a major or minor scale) in which one tone (the tonic) becomes the central point to which the remaining tones are related. In tonality, the tonic (tonal center) is the tone of complete relaxation, the target toward which other tones lead.
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3711_ben01877_Ch02pp27-54.indd 39
w
&w
w
w
w
B minor
F # major
&b
A minor
Scales, Tonality, Key, Modes
39
4/10/08 3:56:28 PM
Key
The term key refers to the tonal system based on the major and minor scales. This system is by far the most common tonal system, but tonality can be present in music not based on the major and minor scales (see the later chapters of volume 2).
Other Scales
Although the great majority of western European music written from the seventeenth through the nineteenth centuries is based on the major and minor scales, a number of other scales are found occasionally. The following descriptions are some of these scales.
Pentatonic Scale
As its name suggests, the pentatonic scale is a five-tone scale. It is an example of a gapped scale, one that contains intervals of more than a step between adjacent pitches. It is convenient to think of the common pentatonic scale as an incomplete major scale.
Figure 2.21
&
Gap
w
w
w
w
w
Gap
(w)
Other arrangements of the gaps are also found in music. The pentatonic scale in Figure 2.22 is based on the natural minor scale.
Figure 2.22
&
Gap
Gap
w
w
w
w
w
(w)
The sequence of black keys on the keyboard coincides with the interval relationships of the pentatonic scale. A brilliant use of the pentatonic scale occurs at the end of Chopin’s Etude in G-flat Major, op. 10, no. 5, the popular “Black Key” Etude.
Figure 2.23 Chopin: Etude in G-flat Major (“Black Key”), op. 10, no. 5, mm. 83–85.
œ. Éœ b b b œ ≈ Rœ b & bb R - - ƒ . œ œ ? bb b b R ≈ œ R bb
œ. œ. œ. œ. . œ œ œ œ œ. œ œ œœœ œ . œ. .œ œ. . œ œ œœ œ œ œ œ œ œ. œ. œ œ . . œ.
œ œ. œ œ.
Éœ j ‰ ggg œœœ œ g œ. j œ ‰ & ggg œœ gg œ œ.
?
U ˙ ˙ ˙ u
Ravel also used pentatonic material in his Ma mère l’Oye (Mother Goose) suite. The pitches in Figure 2.24 also correlate with the piano black keys.
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Figure 2.24 Ravel: “Laideronnette, Imperatrice des Pagodes” from Ma mère l’Oye (Mother Goose), mm. 9–13.
œœ œ œ œœœœ œœœœ œœ œœ œ #### # œ œ œ œ œ œ œ œ œ œ œ œj & # The first two phrases of the following familiar tune are based on a pentatonic scale.
Figure 2.25 Foster: “Oh, Susanna,” mm. 1–8.
# 2 œ . œ & 4 œ œ œ œ œ œ œ œ. œ œ œ œ œ œ. œ œ œ œ œ œ œ œ. œ œ œ œ œ œ. Although all the preceding examples illustrate gapped scales typical of Western music, nongapped pentatonic scales (all adjacent intervals of the same size) occur in the music of other cultures. One such culture is Java, where a pentatonic scale consisting of five nearly equal intervals (whole plus a quarter step) forms the basis for a large body of music literature. Nondiatonic Scales
A scale that does not observe the interval sequence of the diatonic or pentatonic scales is called a nondiatonic scale. Many nondiatonic scales have no identifiable tonic. Chromatic Scale A chromatic scale is a nondiatonic scale consisting entirely of half-step intervals. Since each tone of the scale is equidistant from the next, it has no tonic.
Figure 2.26 Ascending Chromatic Scale
&
w #w
w
w #w
w #w
w bw
w bw
w
w #w
w
w
w bw
w
w #w
Descending Chromatic Scale
& w
w bw
w bw
Chromaticism in Diatonic Music Sometimes, however, a melody based on a regular diatonic scale (major or minor) is laced with many accidentals, and although all 12 tones of the chromatic scale may appear, the tonal characteristics of the diatonic scale are maintained. The following excerpt from
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Purcell’s Dido and Aeneas demonstrates this use of chromatic half steps by including 11 of the 12 tones in its gradual descent.
Figure 2.27 Purcell: “Thy Hand, Belinda” from Dido and Aeneas, Z. 626, mm. 1–10. DIDO
*
*
b & b 44 ‰ Jœ Jœ n Jœ œ . ? b b 44 w
Thy hand, Be - lin
*
œ J -
da;
dark
-
let me
*
vades me;
7
-
-
ness shades
*
j j œ œ œ
Œ
More I
˙
˙
˙
n
b6 b3
b6
*
*
j j j œ œ œ #œ œ œ œ œ.
Death
is
now
a wel - come
˙
˙ 5
#
b
On thy
6
7
m r j nœ . œ
*
j œ ‰ œ œ
would,
j œ bœ
6
me,
j j bœ œ
b
rest;
6
j œ Œ
w
j œ œj ˙
som
8
b & b n œj œj Œ
n
j œ Œ b˙
˙
5
-
b7 n
bo
? bb w
-
w
bb b œj * & œ
b9
*
œ œ œ œ b œj . œ b œ . R
œ . J œ
b
? bb
*
but
Death
in -
˙ 7
7
n
b35
32 w.
∑
guest.
˙
32 w
#w
n˙
#
6
*Note the chromatic descent. Whole-Tone Scale A whole-tone scale is a six-tone scale made up entirely of whole steps between adjacent scale degrees.
Figure 2.28 Whole-Tone Scale
& w
w
w
#w
#w
#w
w
Examples of whole-tone material are found in music from the late romantic and impressionistic periods:
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The Fundamentals of Music
4/10/08 3:56:31 PM
Figure 2.29 Debussy: Voiles (Sails) from Preludes, Book I, no. 2, mm. 1–2.
# œœ-
Modéré (e = 88)
& 42 Œ
# œœ # b œœ
œœ # œœ œœ œ œ b œ b œ ....
p très doux ∑
? 42
∑
Blues Scale The blues scale is a chromatic variant of the major scale with flat third and flat seventh. These notes, alternating with the normal third and seventh scale degrees, create the blues inflection. These “blue notes” represent the influence of African scales on this music. [See Gunther Schuller’s Early Jazz: Its Roots and Musical Development (New York: Oxford University Press, 1968), pp. 46–52, for a complete discussion of the blue notes.]
Figure 2.30 Blues Scale in C
& w
w (bw ) nw
w ( bw ) nw
w
w
w
Non-Western Scales Other cultures have many scales that are not diatonic. Figure 2.31 shows one of the thaats, or seven-note scales, of northern Indian music.
Figure 2.31 Todi (a northern Indian mode)
& w
bw
bw
#w
w
w
bw
w
Octatonic or Diminished Scale The octatonic scale is an eight-note scale composed of alternating whole steps and half steps. Jazz musicians refer to this scale as diminished because the chords resulting from this scale’s pitches are diminished.
Figure 2.32 Octatonic or Diminished Scale
& w CHAPTER 2
3711_ben01877_Ch02pp27-54.indd 43
w
bw
w
#w
#w
Scales, Tonality, Key, Modes
w
w
w
43
4/10/08 3:56:32 PM
Nontraditional Scales A number of nontraditional scales occur occasionally in the music of the late nineteenth and twentieth centuries. Most of these scales are made of a symmetrical pattern of intervals.
Figure 2.33 Augmented Scale
& w
w
#w
w
#w
w
w
The scales used in music have developed and changed over the various historical periods. For additional information concerning the historical periods of music, see Appendix D.
History Modal Scales
A mode is a series of pitches within the octave that make up the basic material of a composition. On first investigation it would seem that the terms mode and scale are entirely synonymous, but in certain instances, especially in medieval church music, the modes transcend mere scale formations and are regulated by idiomatic melodic expressions.
Church Modes
From roughly 800 to 1500, the church modes formed the basis for nearly all Western music. Notice in Figure 2.34 that modal scales are divided by range and that the beginning tone is called the final rather than the tonic as in the other diatonic scales. Modes I, III, V, and VII are called authentic because the final is at the bottom of the range. Modes II, IV, VI, and VIII are called plagal and contain the same pattern of half and whole steps as the authentic forms, except that their range surrounds the final. The prefix hypo- indicates that the plagal modes begin a fourth lower than the authentic forms.
Figure 2.34 Authentic Name
Number I
& w
Phrygian
III
& w
Lydian
V
Dorian
Mixolydian
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3711_ben01877_Ch02pp27-54.indd 44
VII
& w & w
PART A
Half Steps Between
Tonal Scale Comparison
w
ˆ ˆ 6–7 ˆ ˆ 2–3,
Natural minor scale with raised sixth degree
w
ˆ ˆ 5–6 ˆ ˆ 1–2,
Natural minor scale with lowered second degree
w
ˆ ˆ 7–8 ˆ ˆ 4–5,
Major scale with raised fourth degree
w
ˆ ˆ 6–7 ˆ ˆ 3–4,
Major scale with lowered seventh degree
Final
Range
œ œ œ œ
The Fundamentals of Music
4/10/08 3:56:34 PM
Plagal Name
Range
Number
Half Steps Between
Tonal Scale Comparison
œ
w
œ
w
ˆ ˆ 6–7 ˆ ˆ 2–3,
Natural minor scale with raised sixth degree
œ
w
œ
w
ˆ ˆ 5–6 ˆ ˆ 1–2,
Natural minor scale with lowered second degree
VI
& œ
w
œ
w
ˆ ˆ 7–8 ˆ ˆ 4–5,
Major scale with raised fourth degree
VIII
& œ
w
œ
w
ˆ ˆ 6–7 ˆ ˆ 3–4,
Major scale with lowered seventh degree
Hypodorian
II
&
Hypophrygian
IV
&
Hypolydian
Hypomixolydian
Final
Early in the Renaissance period (1450–1600), other modes were recognized. The Aeolian is the same as the natural minor scale, and the Ionian is the same as the major scale.
Figure 2.35 Authentic Name
Range
Number
Aeolian
IX
& w
Ionian
XI
&
Plagal Name
Number
Hypoaeolian
X
Hypoionian
XII
Final
œ
w
œ
w
w
Range
& œ &
œ
Final
w w
œ œ
w w
Half Steps Between
Tonal Scale Comparison
ˆ ˆ 5–6 ˆ ˆ 2–3,
Same as natural minor scale
ˆ ˆ 7–8 ˆ ˆ 3–4,
Same as major scale
Half Steps Between
Tonal Scale Comparison
ˆ ˆ 5–6 ˆ ˆ 2–3,
Same as natural minor scale
ˆ ˆ 7–8 ˆ ˆ 3–4,
Same as major scale
For a more complete explanation of the modal scales, see Chapter 8 of this volume.
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Solfeggio Syllables
Certain systems of solfeggio (vocal exercises sung to a vowel, syllables, or words) use the syllables do, re, mi, fa, sol, la, ti to indicate scale degrees. The present-day movable-do and fixed-do systems are derived from Guido d’Arezzo, an eleventh-century monk who sought to teach sight singing through the use of a well-known hymn to Saint John, Ut queant laxis (Figure 2.36). The beginning notes of the first six phrases of Guido’s melody form the first six notes of the scale: C, D, E, F, G, A. The syllables beginning these phrases are ut, re, mi, fa, sol, la. Scale degree: Syllable:
C ut
D re
E mi
F fa
G sol
A la
Figure 2.36 Hymn to Saint John (Ut queant laxis).
? ‰ œj œ œ œ œ œ J J
j œ œ œ œ Jœ œ J J J
Ut que- ant la - xis
re - so - na - re fi -bris
? œ œ œ œ œ œ Jœ œ J Sol
-
ve
pol - lu - ti
Mi
-
ra ge - sto - rum
œ œ œ œ J Jœ J œ œ J La - bi - i
œ œ œ œ œ J J J J œ œ
œ œ œ œ œ œ œ œ J J
re
-
a - tum,
fa -mu - li tu - o - rum,
œ œ œ œ œj œ œ J San
-
‰
cte
‰
Jo - an - nes.
Tonal Scales
The tonal system of major and minor scales developed during the early part of the baroque period. This coincided with the emergence of key consciousness in music. By the end of the baroque period, the church modes had generally ceased to have any influence in music. The major and minor keys were the basis of music in the classical period. Chromaticism was decorative for the most part, and shifts from one key to another (see Chapter 15) were used to create formal divisions (see Chapters 16 and 17). During the romantic period, chromaticism increased to the point that the major-minor key system began to be threatened. By the end of the period, composers often shifted keys so rapidly over the course of a composition that tonality itself began to break down.
Expanded Scale Use
With the breakdown of the major-minor key system, impressionist composers began to experiment with other scales. They were particularly fond of pentatonic, modal, and wholetone scales. Twentieth-century composers have continued to expand the scale basis of their music. The chromatic scale has predominated in much of the music of our period, but a number of composers have experimented with nontraditional scales and microtonal scales (scales with intervals smaller than a half step). Twentieth-century popular music has remained the last bastion of the major-minor key system. Until the 1960s, the great majority of popular songs were written in major keys. This preference for the major keys persists today, but songs in minor keys have become somewhat more common. The blues scale is often found in jazz and popular music with blues influence, and the modes are an integral part of jazz composition and improvisation.
APPLICATIONS
As a first step in understanding the structure of a composition, determining its scale basis is important. You can do this by forming a pitch inventory.
46
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A pitch inventory is a scalewise list of the tones used in a composition or section thereof. For purposes of organization, the pitch inventories in this text always begin with the pitch A. Many students will have no need to prepare a pitch inventory, but for those students who have yet to develop a “hearing eye” that would allow instantaneous recognition of keys and tonal centers, a pitch inventory may be a necessity. A pitch inventory permits quick assessment of the selected pitches without prejudice to key or tonality. From there you can make a fairly accurate determination of key by observing the location of half and whole steps, accidentals such as raised sevenths, etc., and particular notes of the melody that are emphasized. With practice, the need for a pitch inventory will diminish and the calculations will become automatic. The following illustration provides a melody, its pitch inventory, and finally its scale.
Pitch Inventory
Figure 2.37 Dvorák: Symphony no. 9 in E Minor, op. 95 (“From the New World”), I, mm. 149–156.
# & 42 œ . p Pitch Inventory
& œ
. ˙ œ œ œ œ.
j œ œj œ . . œ
œ
œœœœ œœ ˙ 3
3
œ
œ
#œ
CHAPTER 2
3711_ben01877_Ch02pp27-54.indd 47
œ. œ œ. œ œ œ. J
œ
Scale
& œ
œ
Scales, Tonality, Key, Modes
œ
œ
œ
œ #œ
œ
47
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Assignment 2.1
1. Write the scales requested in the ascending form. 2. When the melodic minor scale is requested, add the first three notes of the descending form. 3. Write the accidentals to the left of the notes as they occur in the scale, not as a key signature.
1. F major
& w
2. C minor (natural)
&
3. G minor (harmonic)
& w
4. E minor (melodic)
& w
5. B b major
&
6. D minor (harmonic)
& w
7. B major
8. E b minor (natural)
9. A major
10. F # minor (melodic)
11. C # minor (harmonic)
12. A b major
w
bw
? w ? bw ? ?
w #w
? #w ?
bw
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Assignment 2.2
Write the key signature for each of the following major and minor scales.
1.
2.
3.
?
&
& E b major
G major 6.
?
D b major
?
16.
&
1. (Ex.)
? w #w w w D G ______ ______
2.
? w w w #w ______
______
7.
? bw bw w w ______ ______
50
3711_ben01877_Ch02pp27-54.indd 50
?
E major 19.
?
C minor 20.
?
& G # minor
A b minor
A major 15.
&
18.
&
Assignment 2.3
B b minor
C # major
17.
B minor
&
14.
A b major
&
&
13.
B major
10.
C b major
12.
F # minor
D major 9.
?
&
&
?
&
8.
G minor
5.
F minor
7.
11.
4.
A # minor
E b minor
Following are groups of four successive notes of major scales. Most of these tetrachords are part of two major scales, but three examples are part of only one major scale. Name the scales of which each example is a part. (See the example for the pattern.) 2ˆ
3ˆ
4ˆ
5ˆ
6ˆ
w w #w w w w #w w
______
#w w w #w ______ ______
PART A
bw w bw bw
______
8.
2ˆ
G major scale 4.
w w bw bw
1ˆ
#w w w w w w w w w
D major scale 3.
7ˆ
______ ______ 9.
#w #w #w w ______ ______
5.
#w w #w #w ______
______
10.
#w #w w #w ______ ______
6.
w w w bw ______
______
11.
bw bw w w ______ ______
The Fundamentals of Music
4/10/08 3:56:38 PM
Assignment 2.4 1.
& w w bw bw
Each of the following groups of four tones is part of a harmonic minor scale. Name the harmonic minor scale of which it is a part. 2.
w w w bw
______ 6.
3.
w bw w bw
______
______
Assignment 2.5
8.
#w w #w #w
w w w bw ______
5.
w w bw w
______
7.
& #w w #w #w
4.
#w #w #w w
______
______
9.
10.
w w w w
______
w bw bw w
______
______
The scale and scale degree are given, but the letter name of the note is missing. Fill in the letter name. Be sure to consider both ascending and descending forms of the melodic minor scales.
Scale
Scale Degree
Letter Name
1. G minor (harmonic)
Submediant
2. B major 3. Bb minor (natural)
Scale 6. C # minor (harmonic)
Scale Degree Dominant
Supertonic
7. G # minor (melodic)
Submediant
4. F # minor (melodic)
Subdominant
8. D major
Mediant
Submediant
9. F minor (natural)
Subtonic
5. E b major
Leading tone
Assignment 2.6
10. D # minor (harmonic)
Subdominant
1. Match the column at right with the column at left. The left column refers to key signatures. 2. Number 1 is completed correctly as an example. Key Signature H
Key
1. 1 sharp
A. Relative major of D minor
2. 4 sharps
B. Relative major of B-flat minor
3. 2 flats
C. Parallel minor of C-sharp major
4. 5 sharps
D. Parallel minor of F major
5. l flat
E. Relative major of E-flat minor
6. 2 sharps
F. Parallel major of A minor
7. 6 flats
G. Relative minor of B-flat major
8. 3 sharps
H. Relative minor of G major
9. 5 flats
I. Parallel major of B minor
10. 4 flats
J. Parallel minor of B major
CHAPTER 2
3711_ben01877_Ch02pp27-54.indd 51
Letter Name
Scales, Tonality, Key, Modes
51
4/10/08 3:56:39 PM
Assignment 2.7
1. Each of the following seven melodies is based on one of the following scales: pentatonic
chromatic
whole tone
minor
2. Determine the scale upon which each melody is based and place the name in the blank provided. 3. For melodies in minor, indicate the form that predominates. 1. ___________________________
œ bœ œ bœ & 68 œ # œ
nœ #œ œ #œ œ œ F
2. ___________________________
? b b 16 9 Jœ .
œ. J
œ. J
œ. J
œ n œ # œ Jœ .
œ
œ œ #œ nœ œ œ p F œ œ œ Jœ .
œ. J
#œ
bœ œ. J
œ Jœ .
j œ.
3. ___________________________
bb 2 &bbb 4 œ P
j œ œ œ œ
œ.
œ œ
3 œ œ œ œ œ œ ˙ 3
4. ___________________________
### 5 & 8œ œ
œ.
œ œ
5. ___________________________
# # # 4 ˙> & 4 f
œ>
œ>
œ œ œ œ œ
œ œ œ œ œ œ>. n œ ˙>
œ
œ œ œ #œ. > 3
œ
j œ
œ ˙ > >
6. ___________________________
? # # # # 32 w
˙
˙
˙
˙
˙
˙
˙
w.
7. ___________________________
? b 44 œ p
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3711_ben01877_Ch02pp27-54.indd 52
œ.
œ œ œ œ œ œ œ #œ œ œ. J
PART A
œ J œ
˙ œ
˙
˙
w.
œ œ œ œ œ #œ œ œ π
The Fundamentals of Music
4/10/08 3:56:39 PM
Assignment 2.8
On the blank staff under each of the following melodies, write: 1. The pitch inventory beginning on A (or A-flat or A-sharp). 2. The scale with the tonic as the first note. (Indicate scale degrees with carets.) 3. The key. (For melodies in minor keys, indicate the form that predominates.) Suggested procedure: 1. Sing each melody enough times to be familiar with it. 2. Look carefully at the pitch inventory to determine the number of sharps or flats. 3. Reconstruct the key signature if possible. Remember that the raised seventh degree in the harmonic minor might mislead you. 4. When you think you have the correct key signature, you should then try to determine whether the melody is major or minor. 5. Go back to the melody itself and sing it again. Your ear can be a great help. Sometimes the first and last note will be a clue as to the tonic note. If this fails, try to find outlined triads in the melody line—such outlined triads are often either tonic or dominant. 6. When you have decided the key signature and the tonality (whether major or minor), write the scale on the blank staff.
1. Haydn: Symphony no. 28, IV: Presto assai, mm. 1–4. CD Track 8
& 68 œ
#œ J
œ
œ
œ
#œ
œ J
œ #œ
œ
Inventory
Scale
&
&
œ
œ #œ J
œ
œ
œ J
Key _________ 2. D. Scarlatti: Sonata, K. 53, L. 261, mm. 1–5. CD Track 9
œ œ œ #œ œ œ #œ œ œ #œ œ 4 &4 # œ # œ # œ œ œ œ œ œ œ œ œ œ
Inventory
Scale
&
& Key _________
3. Mozart: Eine kleine Nachtmusik, K. 525, II: Menuetto, mm. 1–5. CD Track 10
& 43 œ
œ
œ
œ
˙
œ
œ
Inventory
Scale
&
&
œ
œ
œ #œ œ œ œ œ œ
Key _________
CHAPTER 2
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Scales, Tonality, Key, Modes
53
4/21/08 1:06:55 PM
4. Franck: Quintet for Piano and Strings, mm. 7–10. CD Track 11
& 44 b œ
œ
˙
œ
bœ
b˙
bœ
Inventory
Scale
&
&
bœ
˙
bœ bœ œ
˙
Key _________ 5. Bach: Little Prelude, BWV 943, mm. 1–5. CD Track 12
bœ & 43 œ œ œ œ œ
œ bœ œ œ œ œ
Inventory
Scale
&
&
bœ œ œ bœ œ œ
œ J
Key _________ 6. Kirnberger: Les Carillons (The Bells), mm. 21–25. CD Track 13
œ ˙ &C œ œ
œ œ œ ˙
œ œ œ œ œ œ œ œ #œ œ œ #œ #œ œ œ œ œ œ œ
Inventory
Scale
&
& Key _________
7. Couperin: Concerts Royaux, no. 8. CD Track 14 Number 7 is slightly more difficult than the first six. Your best clue is the contour of the melody notes and the notes on the accented beats.
& 43 Œ
œ
œ
œ #œ œ œ #œ œ œ #œ œ œ œ œ #œ.
Inventory
Scale
&
&
œ œ œ ˙. J
Key _________
54
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PART A
The Fundamentals of Music
4/21/08 1:06:56 PM
CHAPTER
3 Intervals and Transposition
TOPICS
IMPORTANT CONCEPTS
Intervals
Augmented and Diminished Intervals Enharmonic Intervals Tritone Inversion of Intervals Compound Intervals
Interval Octave Unison Perfect, Major, and Minor Intervals Consonance and Dissonance
Simple Intervals Tuning Systems Melodic Intervals Harmonic Intervals Transposition
Tone combinations are classified in music with names that identify the pitch relationships. Learning to recognize these combinations by both eye and ear is a skill fundamental to basic musicianship. Although many different tone combinations occur in music, the most basic pairing of pitches is the interval. An interval is the relationship in pitch between two tones. Intervals are named by the number of diatonic notes (notes with different letter names) that can be contained within them. For example, the whole step G to A contains only two diatonic notes (G and A) and is called a second.
Figure 3.1
ww
w
Second
1
&
w –
2
The following figure shows all the numbers within an octave used to identify intervals:
Figure 3.2
&
ww
ww
ww
ww
ww
w w
w w
w w
1
2
3
4
5
6
7
8
Notice that the interval numbers shown in Figure 3.2 correspond to the scale degree numbers for the major scale.
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The term octave refers to the number 8, its interval number.
Figure 3.3
& ww
œ
œ
œ
Octave = 1
2
3
œ
œ
œ
œ
œ
4
5
6
7
8
w w =
8
The interval numbered “1” (two notes of the same pitch) is called a unison.
Figure 3.4
&
ww 1 = Unison
Perfect, Major, and Minor Intervals
The intervals that include the tonic (keynote) and the fourth and fifth scale degrees of a major scale are called perfect.
Figure 3.5
& w
w
w
Perfect fourth
Perfect fifth
ww
ww
P4
P5
w
w
w
In addition, the unison and the octave are called perfect.
Figure 3.6 Perfect unison
& ww
w
w
w
P1
w
w
w
Perfect octave
w w
P8
The intervals from the tonic (keynote) in an upward direction to the second, to the third, to the sixth, and to the seventh scale degrees of a major scale are called major.
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The Fundamentals of Music
4/10/08 3:57:30 PM
Figure 3.7 Major second
Major third
ww
ww
M2
M3
& ww
Major sixth
ww
ww
Major seventh
w w
w w
M6
M7
w w
Notice the standard abbreviations for intervals in Figures 3.5, 3.6, and 3.7. For example, P1 = perfect unison, M2 = major second. When a major interval is made one half step smaller, it becomes minor. This can be done either by raising the bottom note or lowering the top note.
Figure 3.8
&
ww
# ww
M3
m3
n b ww m3
or
Notice the standard abbreviation for minor intervals: a lower case “m” followed by an interval number. Major, minor, and perfect intervals are illustrated in Figure 3.9.
Figure 3.9 Name
Abbreviation
Number of Half Steps
Convenient Example
Perfect Unison (also Prime)
P1
&
ww
0
Minor 2nd
m2
& b w w
1
7ˆ – 8ˆ of Major Scale
Major 2nd
M2
&
2
1ˆ – 2ˆ of Major Scale
Minor 3rd
m3
& b ww
3
1ˆ – 3ˆ of Minor Scale
Major 3rd
M3
&
4
1ˆ – ˆ3 of Major Scale
CHAPTER 3
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Illustration
ww
ww
Intervals and Transposition
57
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Name
Abbreviation
Number of Half Steps
Illustration
Convenient Example
Perfect 4th
P4
&
ww
5
1ˆ – 4ˆ of Major or Minor Scale
Perfect 5th
P5
&
ww
7
1ˆ – 5ˆ of Major or Minor Scale
Minor 6th
m6
& bw w
8
1ˆ – 6ˆ of Harmonic Minor Scale
Major 6th
M6
&
w w
9
1ˆ – 6ˆ of Major Scale
Minor 7th
m7
& b ww
10
1ˆ – 7ˆ of Natural Minor Scale
Major 7th
M7
&
w w
11
ˆ Major Scale 1ˆ – 7of
Perfect Octave
P8
&
w w
12
1ˆ – 8ˆ of Major or Minor Scale
Consonance and Dissonance
Augmented and Diminished Intervals
The terms consonance and dissonance are defined in a variety of ways, depending on the context. In acoustics, the consonances are those intervals that are found as the lower members of the harmonic series (see page xv). We will define the term consonance in a musical sense as intervals that are treated as stable and not requiring resolution. The consonant intervals are the P1, m3, M3, P5, m6, M6, and P8. All other intervals within the octave are considered dissonant. If a perfect or major interval is made one half step larger (without changing its interval number) it becomes augmented. If a perfect or minor interval is made one half step smaller (without changing its interval number) it becomes diminished.
Figure 3.10 Diminished
Minor
Major
Augmented
d3
m3
M3
A3
Diminished
Perfect
Augmented
d5
P5
A5
∫ ww
&
&
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PART A
b ww
b ww
n ww
n ww
# ww
# ww
The Fundamentals of Music
4/10/08 3:57:32 PM
Notice the standard abbreviations for augmented and diminished intervals. For example, d3 = diminished third and A3 = augmented third.
Enharmonic Intervals
Enharmonic intervals are intervals with the same sound that are spelled differently. Such intervals result, of course, from enharmonic tones (see “Enharmonic Equivalents,” page 8). All of the following intervals sound identical but are spelled differently.
Figure 3.11 Minor Sixth
&
Minor Sixth
Augmented Fifth
bw w
#w # w
n # ww
m6
m6
A5
You must take care in spelling intervals. If a specific interval is requested, the enharmonic equivalent spelling is not correct. Thus, if a major third above E is called for, A-flat is not correct, even though it sounds the same as G-sharp. If a perfect fifth above F is called for, B-sharp is not correct, even though it sounds the same as C.
Figure 3.12 Right
&
Wrong
b ww
# ww M3
The Tritone
Right
Wrong
ww
# ww
P5
The most common enharmonic intervals are the augmented fourth and the diminished fifth, which divide the octave into two equal parts.
Figure 3.13
& #w w
bw w
A4
or
d5
These intervals are usually referred to as the tritone, since they contain three whole steps.
Figure 3.14 Tritone contains three whole steps:
& #w w A4
Inversion of Intervals
1
2
w #w
# ww
3
d5
w
#w #w ( bw ) bw 1
2
3
The inversion of an interval means that the lower tone of an interval becomes the higher tone, or the higher tone becomes the lower tone.
CHAPTER 3
3711_ben01877_Ch03pp55-72.indd 59
w
w
Enharmonic
Intervals and Transposition
59
4/10/08 3:57:34 PM
Figure 3.15
ww
& ww
The following table shows various intervals and their inversions:
Interval Name
When Inverted Becomes
Perfect Major Minor Diminished Augmented Unison 2nd 3rd 4th 5th 6th 7th Octave
Perfect Minor Major Augmented Diminished Octave 7th 6th 5th 4th 3rd 2nd Unison
Figure 3.16 shows some typical intervals and their inversions.
Figure 3.16
w & w
ww
M6 inverted becomes m3
& ww
ww
P5 inverted becomes P4
& # ww
# ww
d7 inverted becomes A2
& ww
w w
M3 inverted becomes m6
& b ww
b ww
d5 inverted becomes A4 60
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PART A
The Fundamentals of Music
4/10/08 3:57:35 PM
Compound Intervals and Simple Intervals
Intervals greater than an octave are called compound intervals. These intervals are named in a similar manner to the intervals within an octave (simple intervals).
Figure 3.17
w w
w w
w w
w w
w w
w
w
w
w
M9
M10
P11
P12
M13
M14
P15
Compound Intervals
&
Their simple equivalents:
&
ww
ww
ww
ww
w w
w w
w w
M2
M3
P4
P5
M6
M7
P8
Compound intervals are often labeled as their simple equivalents—as if an octave were removed from the interval. The compound names are used only if it is important to stress the exact interval size.
History
Not all intervals are exactly the same size today as they were in earlier times, and in fact, the size differences in many cases are audible. Various tuning systems throughout the centuries have dictated specific distances between interval pitches.
Tuning Systems
In modern times the equal temperament system of tuning has been accepted as the standard for nearly all music written in the Western world. Nevertheless, the history of music reveals a variety of methods that preceded equal temperament. Many are still in use throughout the world.
Pythagorean Tuning
Attributed to the sixth-century B.C. philosopher Pythagoras, Pythagorean tuning is a system of tuning that uses only the pure fifth found in the harmonic series. The Pythagorean system would appear to be ideal because of the purity of the fifths, but other intervals, particularly the seconds and thirds, are compromised. Major seconds and thirds in Pythagorean tuning are larger than their equal-temperament counterparts, whereas minor seconds and thirds are smaller.
Just Intonation
Just intonation, which flourished in the fifteenth century, solved the problem of out-of-tune major chords by tuning a few major thirds according to the harmonic series. The result of this method was that the majority of thirds and some of the fifths were pure, but the remaining fifths were smaller.
Unequal Temperaments
By 1650, musicians had found a number of unequal temperaments that met their needs for playing in a variety of keys. These temperaments gave up the purity of the thirds and fifths, but distributed the error over enough intervals that most chords were acceptable. Many systems were used, but the best known are those of Andreas Werckmeister (1645– 1706), whose treatise Musikalische Temperatur (1691) gave a number of unequal temperaments that are still in use today, particularly in pipe organs. It is certain that Bach’s Well-Tempered Clavier (1722–1742) was composed for an instrument tuned to one of the unequal temperaments rather than equal temperament, as has sometimes been supposed.
Equal Temperament
Equal temperament divides the octave into 12 equal half steps, thus further compromising both pure fifths and pure thirds. Fretted string instruments were responsible for much of the early interest in equal temperament, since the frets passed under all the strings, and
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this required that all the half steps be as equal as possible. During the later nineteenth and twentieth centuries, equal temperament became the standard system of tuning, and most modern instruments approximate this system as nearly as possible. Despite the standardization of equal temperament as the prevailing tuning system, the interest in historically accurate performance has led to the construction of instruments employing various historical tunings. New applications of the tuning systems continue to be developed. A number of twentieth-century composers have experimented with tuning systems as the basis for new musical styles.
APPLICATIONS It is vital that you develop speed and accuracy in the identification and spelling of intervals. Much of your future work in music theory will require this ability. Many musicians use the following method to help them identify intervals more quickly.
Fluency with Intervals
1. Notice in writing thirds, fifths, and sevenths that the two notes are either on lines or on spaces.
Figure 3.18
& ww
ww
w w
ww 3rds
w w
w w
5ths
7ths
2. Seconds, fourths, sixths, and octaves involve a note on a line and a note on a space.
Figure 3.19
& ww
ww
ww
ww 2nds
w w
w w
4ths
w w
6ths
w w Octaves
3. Fourths, fifths, and octaves are perfect if the accidentals are the same, except for the fourth and fifth involving B and F.
Figure 3.20
&
ww
ww
# # ww
b b ww
P4ths
ww
ww
A4
ww
# # ww P5ths
b b ww
ww d5
4. Seconds are major and sevenths are minor if the accidentals are the same, except for those involving E–F and B–C.
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Figure 3.21
& ww # # ww
w ww w
n ww b b ww
M2nds
w w
w w
#w #w
m2nds
w w
bw bw
m7ths
w w M7ths
5. Thirds built on C, F, and G are major if the accidentals are the same. Thirds built on the remaining notes are minor if the accidentals are the same.
Figure 3.22
& ww
b b ww
ww
# # ww
ww
b b ww
ww
ww
# # ww
M3rds
b b ww
m3rds
6. Sixths whose upper tones are C, F, or G are minor if the accidentals are the same. Sixths whose upper tones are any of the remaining notes are major if the accidentals are the same.
Figure 3.23
& ww
bw bw
w w
w w
#w # w
bw bw
w w
w w
#w # w
m6ths
bw bw
M6ths
7. You can quickly determine other interval qualities by reducing the interval to the “same accidental” form and then noting the effect on interval size when the accidental(s) are replaced.
Figure 3.24 Given interval
&
#w b w
“Same accidental” form
Return accidentals
w w
#w w
#w b w
m6
M6
A6
With sufficient practice, determining the size of intervals will become automatic. In the assignments for this chapter, work first for accuracy and then try to develop speed.
Melodic and Harmonic Intervals
The two pitches of an interval will occur either in succession or simultaneously. If two tones are positioned adjacently and sound one after the other, the resulting interval is considered to be melodic.
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Intervals and Transposition
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Figure 3.25 D. Scarlatti: Sonata in C Major, K. 159, L. 104, mm. 1–2. Allegro
& 68 ‰
œ
œ M2
œ m2
œ
œ
œ
P1 M2 M2
P1
mœ
œ
œ M2
œ J
M2
M2
œ J P1
If two tones sound at the same time, the resulting interval is said to be harmonic. Figure 3.26 demonstrates a series of harmonic intervals occurring between the left-hand and right-hand parts of a keyboard composition.
Figure 3.26 D. Scarlatti: Sonata in C Major, K. 159, L. 104, mm. 1–2. Allegro
& 68 ‰
& 68 ‰
œ
œ
m3
m3
œ
œ
œ œ œ œ œ œ M3 M3
P5
m6 m6
P5
œ œ œ œ œ œ
mœ M3
œ
œ J
œ J
P5
P5
j j œ œ
Figure 3.27 illustrates the notation of both types of intervals. Although most harmonic intervals are aligned vertically, unisons and seconds require offset positioning. Notice that the noteheads of harmonic unisons and seconds touch, but never overlap.
Figure 3.27 Harmonic Unison
&
b ww
Melodic Unison
Harmonic 2nd
Melodic 2nd
bw w
# # ww
#w #w
Transposition Methods of Transposition
Harmonic 4th
ww
Melodic 4th
w w
Harmonic 6th
w bw
Melodic 6th
bw
w
Transposition is the process of rewriting a piece of music or a scale so that it sounds higher or lower in pitch. This involves raising or lowering each pitch by the same interval. The ability to transpose rapidly and accurately is a fundamental skill that all musicians need. Singers often transpose songs to fit their particular voice ranges, and anyone writing for instrumentalists will often need to transpose parts for them. Many musicians are expected to be able to transpose while they perform. This is particularly true of certain wind instrumentalists, but pianists and organists are also called on to transpose at sight. There are several methods of transposition; the choice of method is an individual matter. We will examine two methods here.
Method 1: Interval Transposition
One common technique for transposition is by interval. In this method an interval of transposition is established, and all pitches are moved up or down by that interval.
64
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The Fundamentals of Music
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Figure 3.28 Interval Transposition
b &b œ œ œ œ B b major to C major
& Method 2: Clef Transposition
œ œ œ œ
All pitches transposed up a M2
œ œ œ œ
œ œ œ œ
˙
j œ. œ ˙.
Œ
˙
j œ. œ ˙.
Œ
Some musicians prefer to transpose by clef. In this method a clef is chosen that would put the part on the correct transposed pitch, and any key signatures are changed. For example, a baritone saxophone player can take music written in the bass clef and transpose it by imagining that it is written in the treble clef with a key signature that has three fewer flats or three more sharps. (Accidentals within the part will have to be converted also.) Figure 3.28 will now be transposed from B-flat major to C major by substituting the alto clef and changing the key signature. Notice that it is sometimes necessary to change the octave of the clef in making a clef transposition.
Figure 3.29 Clef Transposition
b &b œ œ œ œ •
B
œ œ œ œ
Substitute alto clef and new key signature
œ œ œ œ
œ œ œ œ
˙
j œ. œ ˙.
Œ
˙
j œ. œ ˙.
Œ
If a particular transposition is often required, particularly when you are transposing at sight, clef transposition may be the easiest method. Tonal and Nontonal Transposition
If the music is tonal and written with a key signature (including C major), the transposition includes transposing the key signature.
Figure 3.30 Tonal Transposition
b 4 &bb 4 œ E b major to D major
# & # 44 œ CHAPTER 3
3711_ben01877_Ch03pp55-72.indd 65
œ
œ œ œ œ
˙.
Œ
Transpose key signature as well as pitches
œ
œ œ œ œ
Intervals and Transposition
˙.
Œ
65
4/10/08 3:57:40 PM
If the music is written without key signatures and is chromatic, the transposed parts will also appear without key signature. In this case, you must take particular care to ensure that the line is transposed accurately, but enharmonic notations may be freely written. For example, the A-flat on beat two in Figure 3.31 could just as easily have been written as G-sharp.
Figure 3.31 Nontonal Transposition
& 44 œ
œ #œ
œ
œ
#œ
œ
œ
œ
bœ
˙.
Œ
bœ
˙.
Œ
Write accidentals as needed
bœ 4 & 4 œ bœ nœ
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PART A
œ
The Fundamentals of Music
4/10/08 3:57:40 PM
Assignment 3.1 1.
& # ww _____ 11.
? b ww
Write the name of each interval on the blank provided.
2.
3.
ww
bw w
_____
_____
12.
_____
w w
13.
# ww
_____
2.
w
P4
m3
?
11.
12.
w
m6
1.
2.
& bw P4 11.
? #w m6
bw
w M7
15.
w #w
7.
bw bw
# # ww
_____
_____
16.
17.
b b ww
_____
5.
P5
M6
_____
6.
ww
8.
# ww
9.
_____ 18.
b ww
_____
10.
b ww
ww
_____
_____
19.
w bw
_____
15.
m3
P5
8.
w
m7
w
#w
7.
w
14.
20.
# # ww
_____
_____
w
#w
M2 16.
M3 17.
P4
M6
10.
18.
m2 19.
m7
M7 20.
bw
w
M2
bw
bw
m6
w
w
#w
9.
bw
P8
P1
Write the interval requested below the given note. 3.
13.
4.
5.
w
w
P5
M6
w
14.
m3
CHAPTER 3
3711_ben01877_Ch03pp55-72.indd 67
_____
_____
w
m3 12.
# # ww
w
M7
Assignment 3.3
14.
4.
13.
w
ww
6.
#w w
Write the interval requested above the given note. 3.
& w
5.
_____
_____
Assignment 3.2 1.
4.
#w
6.
#w
m7 15.
7.
8.
#w
M2 16.
bw
bw
w
P5
P4
M6
#w
M3 17.
Intervals and Transposition
w M2
9.
10.
#w
m6 18.
w m7
m2 19.
w M7
20.
w
w
m2
M3
67
4/10/08 3:57:41 PM
Assignment 3.4
1. Determine the interval between each pair of notes in the following melodies. 2. Write the name on the blanks below. 3. Do not forget the interval between the last note on one line and the first note on the next line.
1. Bach: Fugue in G Minor, BWV 542, mm. 29–32. CD Track 15
œ œ œ œ œ œ
? bb c Œ ‰ œ J
#œ œ nœ œ œ œ œ bœ
œ nœ nœ
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ 1
2
? bb œ œ œ œ œ
3
4
5
œ œ œ
6
œ
7
23
24
25
26
9
œ
œ
__ __ __ __ __ __ __ __ __ 19 20 21 22
8
10 11
28
13
œ
œ
œ
œ
__ __
27
12
14
15
16
17
18
j œ
__ __ __ __
29
30
31
32
33
2. Bach: Fugue in G Minor, BWV 542, mm. 71–75. CD Track 16
? bb c j œ __
2
3
4
5
__ __ __ __ __ __ 18
œ
œ
œ
6
7
8
9
œ nœ
œ
œ
œ
œ
œ
__ __ __ __ __ __ __ __ 10
11
12
13
14
15
16
17
r bœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ bœ œ œ œ nœ œ
œ
œ
œ bœ
__ __ __ __ __ __ __ __
1
? bb
œ nœ
œ
œ
19
20
21
22
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
23
24 25
26 27
28 29
30
31 32 33 34 35
36
37 38
39
3. Bach: Prelude in C Major (“Leipzig”), BWV 547, mm. 68–72. CD Track 17
œ J œ b Jœ œ
? 98 œ
œ J
bœ
__ __ __ __ __ __ 1
?
2
3
œ J œ
œ
4
5
19
20
68
3711_ben01877_Ch03pp55-72.indd 68
21
22
6
__ __ 23
PART A
œ J œ
bœ œ bœ J
œ J
œ J nœ
œ J
__ __ __ __ __ __ __ __ __ __ __ __
j œ ˙ .
bœ J bœ
__ __ __ __
bœ J bœ 7
8
9
10
11
12
13
14
15
16
17
18
œ.
24
The Fundamentals of Music
4/10/08 3:57:41 PM
Assignment 3.5
1. Write the interval requested above the given note. 2. Determine the inversion of the interval and write the name in the blank provided. 3. On the staff, write the inversion of the original interval.
1.
2.
w
& w P5
_____
6.
m6
M3 7.
? w
3.
_____
w _____
m7 8.
w P4
4.
_____
m2
#w
_____
bw
P1 9.
w
5.
_____
_____
10.
#w
_____
M2
bw
m3
_____
M6
_____
Assignment 3.6 (Keyboard)
1. Play all major, minor, and perfect intervals (m2, M2, m3, M3, P4, P5, m6, M6, m7, M7, P8) above and below any given note. 2. Name the inversion of each interval you play and play the inversion.
Assignment 3.7
1. Indicate the intervals between the two voices on the blanks provided. 2. Predict (by interval inversion) the intervals that will be produced if the upper voice is placed an octave lower (inversion at the octave). 3. Write out the two voices in inversion to show the intervals as inverted. 4. Play both versions on the piano or join another student in singing both versions.
Handel: Te Deum (Chandos). CD Track 18
b & b 42 ˙ Intervals:
? b b 42 Œ
? b b 42 ΠInverted interval predictions:
? b b 42 ˙
˙
˙ __ __ __
œ
œ nœ
__ __
œ
œ
__ __ __ __
œ
œ œ ˙
j œ nœ œ œ
œ nœ
˙
__ __ __ __
__ __
__
˙
˙
__ __
__
œ
œ
œ œ __ __ __
__ __
CHAPTER 3
3711_ben01877_Ch03pp55-72.indd 69
˙
œ.
__ __ __ __
__ __ __ __
Intervals and Transposition
69
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Assignment 3.8
1. Indicate the intervals between the two voices of this canon. (A canon is a contrapuntal composition in two or more parts, each part consisting of the same melodic line, but starting at different times and frequently at different pitches.) 2. Predict (by interval inversion) the intervals that will be produced if the upper voice is placed an octave lower and the lower voice placed an octave higher (inversion at the double octave). You may indicate compound intervals with their simple equivalents. 3. Write out the canon in inversion to show the intervals as inverted. 4. Play both versions on the piano or join another student in singing both versions.
Strict canon, invertible at the double octave. CD Track 19
# & 43 ˙
œ œ œ
œ
__ __ __
Intervals:
Œ
˙
œ
# 3 ΠΠΠ& 4
˙
œ
? # 43 Œ
Œ
Inverted interval predictions:
__ __ __
œ
? # 43 ˙
Assignment 3.9
1.
_____
m9
œ œ œ
__ __ __
__ __ __
__
__ __ __
__ __ __
__ __ __
__
_____
_____
˙
œ
œ œ œ
4.
˙.
P12
M9
_____
PART A
bw
m13
_____
9.
P11
_____
A11
_____
10.
#w
bw _____
5.
#w
8.
#w
bw
3711_ben01877_Ch03pp55-72.indd 70
__ __ __
bw
7.
70
˙.
w
6.
M13
œ œ #œ
3.
& w
?
œ œ œ
1. Write the interval requested above the given note. 2. Determine the simple equivalent of the interval and write the name in the blank provided. 3. On the staff, write the simple equivalent of the original interval. 2.
M10
œ
˙
m10
bw _____
d12
_____
The Fundamentals of Music
4/10/08 3:57:43 PM
Assignment 3.10 1.
& # ww
2.
3.
# b ww
# ww
_____
_____
_____ 11.
? b ww _____
Write the name of each interval on the blank provided.
12.
#w # w
13.
_____
Assignment 3.11
4.
bw w
6.
b # ww
_____ 15.
b ww
7.
16.
_____
b b ww
8.
# ww
b ww
_____
# ww
_____
w bw
b b ww
_____ 14.
_____
5.
_____ 17.
b # ww
_____
_____ 18.
_____
#w bw
_____
9.
nw #w
10.
b ww
_____ 19.
#w b w
_____ 20.
_____
# b ww _____
The beginning of each staff contains a measure of music that represents actual pitch. Refer to Appendix F for the interval of transposition for each instrument. 1. Rewrite this measure for the instruments indicated so that each will play the same pitches. 2. It may be necessary on occasion to change the clef sign to one most often used by a particular instrument.
1.
& 44
Actual Pitch
(Ex.) B b Clarinet
#œ bœ #œ œ
#œ œ #œ #œ
A Clarinet
Alto Sax.
Tenor Sax.
2.
Contrabassoon
Harp
Trombone
Baritone Sax.
3.
English Horn
B b Trumpet
Oboe
Piccolo
4.
Tuba
Trombone
Cello
Double Bass
5.
Viola
Horn in F
B b Clarinet
Flute
6.
Horn in F
Bassoon
Double Bass
Cello
? 44 # œ . œ b œ . j œ J bœ œ œ #œ 3 &4 ? 32 # ˙ b ˙ œ #œ & 12 8 œ. #œ. bœ. #œ. ? 46 # œ b œ # œ œ œ #œ
CHAPTER 3
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Intervals and Transposition
71
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Assignment 3.12
At the beginning of each staff is a key signature representing a composition at actual pitch. 1. Write the key signature for each instrument so it will be in the same key (actual pitch) as that given. 2. It may be necessary on occasion to change the clef sign to the one most often used by a particular instrument.
1.
Actual Pitch
Alto Sax.
English Horn
Horn in F
B b Trumpet
Flute
Piccolo
2.
Actual Pitch
Trombone
Baritone (treble clef)
Viola
Double Bass
Baritone Sax.
Tuba
#
b &b œ ? ###
œ
Assignment 3.13
Following is an excerpt from a string quartet by Mozart. 1. On a separate sheet of score paper, arrange the eight measures for one or more of the following groups of instruments: a. 2 alto saxophones b. 1 flute c. 1 B-flat trumpet 1 tenor saxophone 2 clarinets 2 horns in F 1 baritone saxophone 1 bassoon 1 tuba If needed transpositions prove difficult in the original key of E major, choose a more appropriate key that will make transpositions less awkward. 2. Write a separate staff for each instrument. 3. Perform the arrangement in class. 4. If none of the above combinations of instruments is available in your class, write for four instruments that are available.
Mozart: String Quartet in A Major, K. 464, II: Menuetto, mm. 73–80. CD Track 20
#### 3 1 & 4 ˙˙ .. p ? # # # # 43 ˙Œ .
2
72
3711_ben01877_Ch03pp55-72.indd 72
œ˙
œ
œœ
œ œ
cresc.
œ
œ œ
œ
#### 5 & ˙˙ .. ? #### Œ
œœ
3
6
œœ
œœ
œœ œ œ œ œ œœ cresc.
œœ
PART A
œœ
. . œ œ ˙œ œ f œ œ œ œ 7
œœ œœ
œ. œ p ˙ œ
4
œœ # œœ n œœ œ œ œ Œ p œ œ œ œ Œ œ
œ œ œ
#œ nœ œ œ œ œ œ
œœ
8
œ œ
Œ
Œ
..
œ
Œ œ
Œ œ
..
The Fundamentals of Music
4/10/08 3:57:44 PM
CHAPTER
4 Chords
TOPICS
IMPORTANT CONCEPTS
Roman Numerals Simple Position Third Inversion Realization Macro Analysis Circle Progression Leading-Tone Progression Lead Sheet or Fake Sheet
Primary Triads Triad Position Root Position First Inversion Second Inversion Seventh Chords Organum Figured Bass
Harmony Chord Triad Tertian Root Major Triad Minor Triad Diminished Triad Augmented Triad
In the previous chapter, pairs of pitches were assigned specific names for identification purposes. The phenomenon of tones sounding simultaneously frequently includes groupings of three, four, or more pitches. As with intervals, identification names are assigned to larger tone groupings with specific symbols.
Harmony
Harmony is the musical result of tones sounding together. Whereas melody implies the linear or horizontal aspect of music, harmony refers to the vertical dimension of music.
Chord
A chord is a harmonic unit with at least three different tones sounding simultaneously. The term includes all possible such sonorities.
Figure 4.1
w & ww w
Triad
Triad Root
www w
www
b wwww
w ww
wwwwww
#w b ww ‹w
Strictly speaking, a triad is any three-tone chord. However, since western European music of the seventeenth through the nineteenth centuries is tertian (chords containing a superposition of harmonic thirds), the term has come to be limited to a three-note chord built in superposed thirds. The term root refers to the note on which a triad is built. “C major triad” refers to a major triad whose root is C. The root is the pitch from which a triad is generated.
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Four types of triads are in common use. They are identified by the quality names major, minor, diminished, and augmented.
Major Triad
A major triad consists of a major third and a perfect fifth.
Figure 4.2
&
ww
ww M3
Minor Triad
+
www
P5 = Major Triad
b b ww
b ww M3
+
P5
b b www = Major Triad
A minor triad consists of a minor third and a perfect fifth.
Figure 4.3
& b ww
ww
m3
Diminished Triad
+
b www
P5 = Minor Triad
b b ww
b b ww m3
+
P5
b b b www = Minor Triad
A diminished triad consists of a minor third and a diminished fifth.
Figure 4.4
b ww
& b ww m3
Augmented Triad
+
b b www
d5 = Diminished Triad
b ∫ ww
b b ww m3
+
b b ∫ www
d5 = Diminished Triad
An augmented triad consists of a major third and an augmented fifth.
Figure 4.5
& ww M3
# ww +
# www
A5 = Augmented Triad
b n ww
b ww M3
+
b n www
A5 = Augmented Triad
Figure 4.6 demonstrates how each of the four types of triads can be constructed. Each triad includes a root, a third, and a fifth.
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The Fundamentals of Music
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Figure 4.6
# www
n www
b www
Augmented
Major
Minor
&
# # www
?
# n www
Augmented
b b www Diminished
n www
Major
n b www
Minor
Diminished
A triad that is a combination of the strongest intervals is the most stable. The perfect fifth is by far the strongest interval, and this accounts for the superior stability of the major and minor triads.
Triad Stability
Strongest and most stable Strong and quite stable Weak and unstable Weak and unstable
Major triad Minor triad Diminished triad Augmented triad
You can construct a triad on any of the scale degrees. The triad has the same function name as the individual pitch. Both the pitch C and the C major triad are the tonic in Figure 4.7.
Triad Names
Figure 4.7
www
www
www
www
www
Supertonic
Mediant
Subdominant
Dominant
Submediant
& www Tonic
Primary Triads
www Leading Tone
www Tonic
The triads built on the tonic, subdominant, and dominant are often referred to as the primary triads because of their strong relationship to each other. The tonic stands in the center of the tonal system, with the dominant a perfect fifth above and the subdominant a perfect fifth below.
Figure 4.8
&
wœœ
5th
wœœ
wœœ 5th
Tonic
Dominant
Subdominant
Triad Position
Triad position identifies the note of the chord that appears as the lowest-sounding pitch of the harmony. Any of the three notes of the triad can appear as the lowest-sounding pitch.
Root Position
No matter what the arrangement of the third and fifth factors, the triad is in root position if the root of the triad is the lowest-sounding pitch. All the triads in Figure 4.9 are in root position.
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Figure 4.9
Triad Inversion
& www
w w w
ww w w
1
1
1
ww w ww 1
& ww
w w
? ww
w w
1
1
w w ww
ww ww ww w
1
1
ww ww
An inversion of a triad occurs when the root is not the lowest-sounding pitch.
Figure 4.10
&
www
ww w
www
1
3
1
Root Position
First Inversion
Inversion
ww w 5
Root Position
Inversion
No matter what the arrangement of the root and fifth factors, the triad is in first inversion if the third factor is the lowest-sounding pitch.
Figure 4.11
Second Inversion
& www
ww w
ww w w
ww ww ww
3
3
3
3
w & w
ww ww
w w
ww w
3
3
3
3
No matter what the arrangement of the root and third factors, the triad is in second inversion if the fifth factor is the lowest-sounding pitch.
w & ww
w w w
w ww w
ww www w
5
5
5
5
& ww
ww
w w
? w w
ww
w
5
5
5
3711_ben01877_Ch04pp73-94.indd 76
ww www ww
w ? w
Figure 4.12
76
ww
PART A
ww www ww ww ww w 5
The Fundamentals of Music
4/10/08 3:58:23 PM
Other Tertian Chords
Triads by no means exhaust the possible tertian sonorities. We can continue adding thirds to tertian chords, resulting in seventh chords, ninth chords, eleventh chords, and thirteenth chords (discussed in detail in the latter chapters of this volume and in volume 2).
Figure 4.13
w & ww Triad
Seventh Chords
www w
www ww
www www
www www w
Seventh Chord
Ninth Chord
Eleventh Chord
Thirteenth Chord
Although triads are the focus of this chapter, you will also encounter seventh chords when analyzing music. A seventh chord is formed by adding another third above the fifth of a triad. The seventh chord built on the dominant is the most common seventh chord in tonal music (see Figure 4.14).
Figure 4.14
& wwww
ww ww
www w Seventh Chords
History
APPLICATIONS
www w
www w Dominant Seventh Chord in C major
Emerging during the thirteenth century from a composition type known as organum, harmony developed gradually during the medieval and Renaissance periods. In the Renaissance period (1450–1600) harmony was the result of the combination of melodic lines, and the study of harmony was a study of the consonant and dissonant relationships between melodic lines. During the baroque period (1600–1750) the concept of accompanying a melody with chords was developed. The keyboard performer was expected to improvise the accompaniment from a given bass line and a set of symbols used to indicate in a general way the chords to be used. The bass line with its accompanying symbols is called a figured bass, and the instruments that play from this part are called the continuo. Musicians employed the figured-bass system throughout the baroque period for keyboard accompaniments and keyboard parts for solo songs, solo instrumental compositions, and small and large ensembles. In 1722 Jean-Phillipe Rameau wrote the Traité de l’harmonie (Treatise on Harmony), which described a theory of harmony. In Book One of this treatise, Rameau discusses the inversion of chords, a concept that profoundly influenced later theoretical writing. Many of the principles presented in this book are direct outgrowths of Rameau’s ideas. Musicians analyze harmonic elements in music using sets of symbols to identify chord types, function, and relationships. A chord’s connection to a key center, or perceived forward motion in a composition, can often be explained through harmonic analysis. Two analytical methods, Roman numeral analysis and macro analysis, are presented throughout this volume as tools for categorizing tonal harmonies and chord relationships. Symbols are not limited to analysis. Composers and arrangers use both the baroque figured-bass system and modern-day popular music symbols as shorthand systems to reveal harmonic vocabulary to performers.
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www w
Chords
77
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Roman Numeral Analysis
In analysis, Roman numerals are used to distinguish triads based on scale degrees (Arabic numerals with carets are used for scale degrees themselves). Memorize the type of triads that appear on each tone of the major scale and the three forms of the minor scale. Capital Roman numerals = Major triads Lowercase Roman numerals = Minor triads Lowercase Roman numerals with ø = Diminished triads Capital Roman numerals with ± = Augmented triads
Examples: I, IV, V Examples: ii, iii, vi Examples: ii ø, vii ø Example: III ±
Figure 4.15 In the major scale:
œ wœ
wœœ
œ wœ
wœœ
œ wœ
œ wœ
wœœ
M C major: I
m ii
m iii
M IV
M V
m vi
d vii ø
wœœ
wœœ
œ wœ
œ wœ
wœœ
œ wœ
wœœ
m C minor: i
d ii ø
M III
m iv
m v
M VI
M VII
&
In the natural minor scale:
b &bb
In the harmonic minor scale:
wœœ
wœœ
n œœ w
œ wœ
n wœœ
wœœ
œ n wœ
m C minor: i
d ii ø
A III ±
m iv
M V
M VI
d vii ø
n œœ w
n wœœ
n wœœ
œ n wœ
n wœœ
A III ±
M IV
M V
b &bb
In the melodic minor scale:
b &bb
œ wœ
n wœœ
m C minor: i
m ii
d vi ø
w
w
w
w
d vii ø
The following chart is a summary of triad types in the diatonic scales:
Scale
Major Triads on
Minor Triads on
Diminished Triads on
Augmented Triads on
Major
I, IV, V
ii, iii, vi
vii ø
None
Natural Minor
III, VI, VII
i, iv, v
ii ø
None
Harmonic Minor
V, VI
i, iv
ii ø, vii ø
III ±
Melodic Minor
IV, V
i, ii
vi ø, vii ø
III ±
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The Fundamentals of Music
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Triad Position Symbols
Root-position triads are indicated with Roman numerals without additional symbols. Firstinversion triads are indicated with a superscript 6 to the right of the Roman numeral. Second-inversion triads are indicated with a superscript 64 to the right of the Roman numeral. When triads are reduced to three notes spaced as close together as possible, we say they are in simple position.
Figure 4.16
& œœ
œœ
œ œ
œœ
Root Position
? œœ
œ œ
œ œ
œ œ
1st Inversion
œ œ
Chords reduced to simple position:
œœ
œœ
œœ
2nd Inversion
œœ
œœ
œ œ
œ
œœ
œ œ
? www
www
www
ww w
ww w
ww w
ww w
ww w
ww w
C: I
I
I
I6
I6
I6
I 64
I 64
I 64
Although 6 and 64 accompany Roman numerals to indicate inversions, they are shorthand symbols to represent intervals above the lowest sounding note. Figure 4.17 illustrates the complete interval figures for triads, along with the abbreviated symbols.
Figure 4.17
Position
Analysis Showing All Intervals Above the Bass Tone
?
Root Position
ww w
Analysis as Simplified for Conventional Use
?
C: V 53
?
First Inversion
ww w
C: V
?
?
ww w C: V 64
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Chords
ww w C: V 6
C: V 63 Second Inversion
www
?
ww w C: V 64
79
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Seventh-Chord Position Symbols
We indicate root-position seventh chords by adding a small superscript 7 to the right of the Roman numeral.
Figure 4.18
?
www w
C: V7
The dominant seventh chord can appear in various inversions, including third inversion, as shown in Figure 4.19.
Figure 4.19
Position Root Position
Analysis Showing All Intervals Above the Bass Tone
?
Analysis as Simplified for Conventional Use
?
www w 7
C: V 7
C: V 53 First Inversion
?
wwww
? 6
?
wwww
? 6
?
w www
? 6
C: V 42
Figured Bass
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wwww C: V 43
C: V 43 Third Inversion
wwww C: V 65
C: V 53 Second Inversion
wwww
w www C: V 42 or V 2
Figured bass consists of a bass part (single line) with figures (mostly numbers) below to indicate the type of harmony. It is a contrapuntal, intervallic shorthand method of showing the harmony (along with nonharmonic tones). Because this method saved time, musicians employed it throughout the baroque period for keyboard accompaniments and keyboard parts for solo songs, solo instrumental compositions, and small and large ensembles. It also exemplifies the baroque tendency to emphasize the outer voices (soprano and bass) in contrast to the Renaissance tradition of equal voices (soprano, alto, tenor, and bass). Figure 4.20 is an excerpt from a baroque composition with figured bass.
PART A
The Fundamentals of Music
4/10/08 3:58:27 PM
Figure 4.20 Cesti: Bella Clori (Beautiful Chloris), mm. 185–188.
### 3 œ œ œ œ œ œ & 2 par
? # # # 32 w .
-
-
˙
-
-
6
˙
˙
te,
non
˙
˙
Ó
tor - na,
w.
˙.
6
6 4
œ œ œ œ œ œ par
œ œ œ
() 5 3
-
-
-
Ó
w 6
Modern editions of music are often printed with the figured bass realized. This means that the harmony is filled in according to the figures. Figure 4.21 shows the previous excerpt with a realization of the figured bass.
Figure 4.21 Cesti: Bella Clori (Beautiful Chloris), mm. 185–188, with figured bass realized.
## 3 œ œ œ œ œ œ & # 2 par
### 3 w . & 2 ww ..
-
-
-
? # # # 32 w . 6
Figured-Bass Symbols
-
˙
˙
te,
non
˙
˙
Ó
tor - na,
ww .. w.
˙˙ ˙
w.
˙.
6
6 4
˙˙ ˙
() 5 3
œ œ œ œ œ œ par -
-
-
Ó
ww w
Ó
œ œ œ
w
Ó
6
As we have seen, the numbers 6 and 64 refer to intervals above the bass note, but they imply others such as 3, 8, or an additional 6 or 4 to fill out the four voices. Figured-bass numbers do not denote specific arrangements; they do not indicate what note should be placed in a particular voice (soprano, alto, or tenor). Composers of the baroque period could have indicated all intended notes above the bass note—including octaves, thirds, and doublings where they occur—but this would have proven burdensome. In actual practice they chose only figures that would specifically define a position (root, first inversion, or second inversion). Thus, 6 clearly distinguishes first inversion from root position (no numbers) and second inversion (64). Some standard figured-bass symbols along with their realizations are shown in the following table and in Figure 4.22.
Symbol
Meaning
Realizations
None
Triad in Root Position
Short for: 35, 33, 35, 35, 33, or 83.
Triad in First Inversion
Short for: 63, 66, 63, 63, or 33.
Triad in Second Inversion
Short for: 64, 64, or 44.
6 6 4
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˙
Chords
8 5 5 8 6
8 6
8
6
6
81
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Figure 4.22 Figured bass as it appears originally:
Same figured bass harmonized in simple position:
# & # 43
? # # 43 œ
œ
œ
˙
6
6
6 4
## 3 4
œ
˙.
Same figured bass harmonized in four-part harmony:
## 3 & 4 œœ œ ? ## 3 œ 4
œœ
œ œ
˙ ˙
œ œ
˙. ˙.
œ œ
œœ
˙
œ
˙˙ . .
6
6
6 4
# # 43 œœœ
œœ œ
œœ œ
˙˙ ˙
6
6
6 4
œœœ
˙˙ ... ˙
Same figured bass with all intervals indicated:
## 3 4 œœ œ ## 3 œ 4 8 5 3
œœ
œ œ
˙ ˙
œ œ
˙. ˙.
œ œ
œœ
˙
œ
˙˙ . .
6 6 3
8 6 3
6 4 1
5 3 1
8 5 3
When you are considering triads, note that any figured bass that contains a 6 but not a 4 means first inversion. Any figured bass that contains a 6 and a 4 means second inversion. Sometimes it is necessary to indicate sharps, flats, or naturals above the bass note. These are shown in the following manner:
Symbol
Meaning
# , b, or n
A sharp, flat, or natural alone beneath a bass note indicates a triad in root position with the third interval above the bass note sharped, flatted, or naturaled.
# , 6b , or 6n
6
# 6, b 6 , n 6, # 6 b4 4
¿,
fl , › , D, B
A sharp, flat, or natural below a 6 indicates a first-inversion triad with the third interval above the bass note sharped, flatted, or naturaled. Any sharp, flat, or natural sign on either side of a number indicates that this interval above the bass note should be sharped, flatted, or naturaled depending on the symbol. Remember that accidentals beside numbers do not change the original intent of the numbers themselves. A slash mark through a number indicates that this interval above the bass note should be raised a half step. It means the same as a sharp sign beside the number. The plus sign (D) also has the same meaning.
If none of these symbols are present, assume that you should follow the key signature in realizing figured-bass symbols.
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Figure 4.23 Figured bass:
Figured bass as realized:
& 42 ? 42
œ
œ
œ
œ
œ
#6
6
6
6 4
Macro Analysis
œ
˙
œ œ 42 œ # œ
œ œ
œ 24 œ
œ œ #6
#
œ œ
œœ œ œ
œœ # œœ œ œ œ œ
6
6
6 4
˙˙ ˙ ˙
#
Macro analysis is an analytical procedure that you can employ along with, or instead of, more conventional methods of analysis. The system’s name macro (meaning large) defines the technique’s fundamental purpose—to reveal large harmonic gestures in music. Patterns that are not easily seen in music become more visible through the use of macro analysis. Although Roman numeral analysis monitors chord-by-chord harmonic details, macro analysis provides a panoramic view of a composition’s harmonic landscape. The excerpt in Figure 4.24 has been analyzed using the two techniques. Note the relationship between the macro analysis symbols in the top layer and the Roman numeral analysis below. Both share a similar use of capital and lowercase letter symbols to identify chord qualities, but macro analysis identifies chord roots with letters instead of Roman numerals. The macro symbols should not be confused with other letter-based symbols (such as popular-music symbols). Instead, think of them as a shorthand analysis system. Macro analysis exposes the harmonic durations and forward motion (with slur symbols), whereas the Roman numeral analysis draws attention to smaller details such as chord position.
Figure 4.24 Rinck: “St. Lucian,” mm. 1–4
### c œ œ œ œ & œ œ œ œ
˙˙
? # # # c œ œœ œœ œœ œ
˙ ˙
Macro Analysis:
A
E
A
A major:
I
V
I6
I6
˙˙ ˙ ˙ I
œœ œœ œœ œœ œ œ œ œ D
g#ø A
IV
vii ø 6 I6
œ œ
˙˙ . .
Œ
œ œ
˙˙ ..
Œ
E I
V
The system employs letters to indicate the roots of chords, accompanied by specific symbols to depict chord quality. The letter symbol will correspond with the pitch name of the root of the triad. Macro analysis symbols for triads are written as follows: 1. 2. 3. 4.
Major triads are represented by capital letter names. Minor triads are represented by lowercase letter names. Diminished triads are represented by lowercase letter names followed by the ø symbol. Augmented triads are represented by capital letter names followed by the ± symbol.
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Chords
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Figure 4.25 Major Triads
&
www
# www
b b www
# # # www
C
D
Eb
F#
Diminished Triads
&
b b www
b www
cø
dø
# www
b b ∫ www e bø
Minor Triads
b www
www
b b b www
# # www
c
d
eb
f#
Augmented Triads
f #ø
C±
# # ‹ www
b www
# # www
# www
F#±
E b±
D±
The dominant seventh chord is represented by a capital letter followed by the superscript 7 symbol.
Figure 4.26 Dominant Seventh Chords
&
b www w
# wwww
C7
D7
# # # wwww
b bb wwww
F#7
E b7
Slur symbols are used in macro analysis to label forward motion in music. Two types of slurs are added to the letter-based symbols: 1. The solid slur is attached to adjacent letter symbols whose roots are either an ascending fourth or a descending fifth apart. In macro analysis, this type of progression is known as a circle progression. 2. The dotted slur is connected to leading-tone chords whose roots resolve up a half step. Since the leading tone is functioning as a substitute for the dominant in this type of progression, the dotted slur indicates the use of a related chord as a substitute. In macro analysis, this type of progression is known as a leading-tone progression. Refer to Chapter 10 for additional information about types of harmonic progressions.
Figure 4.27
b œ &bb œ
œ œ
œ œ
œ œ
œœ
œœ
œœ
œœ
? b b œœ b
œœ
œœ
œ œ
œ œ
œœ
œ œ
œ œ
Eb
f
Bb
c
f
dø
Eb
Bb
Macro analysis symbols are traditionally positioned below the score. If used in conjunction with Roman numerals, the macro analysis will occupy the upper level with the Roman
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numerals positioned below. A summary of macro analysis symbols can be found in Appendix B. Just as figured bass was the shorthand of the eighteenth century, popular-music symbols are the shorthand of the twentieth century—a system for notating chords when the performer is expected to improvise the specific details. Instead of writing out the exact notes on score paper, popular music composers and arrangers indicate the chords to be used for accompaniment with chord symbols written above the melody line of the composition. Such a score, with the melody and the popular-music symbols, is called a lead sheet or fake sheet.
Popular-Music Symbols
Figure 4.28 Coltrane: Mr. P.C. Fast Swing q = 252 C MI
b & b b c ..
œ. œ œ œ œ œ œ œ œ
F MI
b & b b œ œ œ œ œ œ œ œ œ. b7
bb b A‰ & œ.
7( # 5)
œ.
j G‰ bœ œ
C MI
C MI
œ ‰ j J œ œ œ ˙ j œ œ
G MI
j œ œ œ ‰ œj ˙
œ
C MI
œ. G MI
œ.
C MI
G MI
˙
œ.
Œ
j œ œ
C MI
j œ œ
C MI
j œ œ
Œ
Ó
œ œ œ bœ Œ
Ó
..
Popular-music symbols, like figured-bass symbols, give the performer information about the chords required, but popular-music symbols usually give no information about the bass line. The performer is expected to improvise that part. The chord indications are simple to master and generally refer to root-position chords. Guitar players and keyboard players alike can read and interpret them. The addition of rhythmic patterns and arrangements of the chord factors is left to the performers, most of whom are well trained in the art of improvisation. Although chord indications are given in root position, most performers will voice the chords—that is, arrange them for the best voice leading, which may mean placing some chords in inversion. In some recent popular music, the bass position is indicated with a slash followed by the bass note: C/G means a C major chord with G in the bass. The following examples illustrate popular-music chord symbols for triads, as well as some of the chords with added sixths and sevenths that are common in jazz and popular music. These symbols are presented in The New Real Book series (Sher Music Co.) and are adaptations of the recommendations made by Carl Brandt and Clinton Roemer in Standardized Chord Symbol Notation (Roevick Music Co., 1976). Other symbols that are sometimes seen in popular music and jazz are shown in Appendix C. Popular music symbols for triads are written as follows: 1. 2. 3. 4.
A major triad is shown by a capital letter designating the root. A minor triad is shown by a capital letter with MI added. A diminished triad is shown by a capital letter with dim. added. An augmented triad is shown by a capital letter with ± added.
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Figure 4.29 Major Triads C
&
www
Gb
F
b b b www
www
Diminished Triads B dim.
&
www
C # dim.
F dim.
b b www
# www
Minor Triads E
D MI
# www
www
B b dim.
b b b www
G MI
b www
b b b www
F±
± # w w b w
Augmented Triads C±
# www
Ab MI
# www
Bb
F # MI
# # www
Ab ±
b www
A triad with an added tone a major sixth above the triad root (common in popular music) is indicated by adding a superscript 6 after the letter designating the triad (C 6).
Figure 4.30
&
C6
wwww
Eb 6
w b b www
D MI 6
wwww
F MI 6
b wwww
Seventh chords appear regularly in popular music. Figure 4.31 provides an example of some of the more common seventh chords.
Figure 4.31 G7
&
Summary
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3711_ben01877_Ch04pp73-94.indd 86
www w
G MA7
# www w
G 7( # 5)
# n wwww
G MI 7
b wwww
G MI 7( b 5)
b b wwww
Gø7
b b b wwww
Four methods for labeling chords have been presented in this chapter: Roman numerals, figured bass, macro analysis symbols, and popular-music symbols. Each system has advantages and disadvantages. The Roman numeral system has the advantage that it shows both the quality of the chord and its relationship to a diatonic scale. This relationship is vital to your understanding of the structure of harmony, and for this reason the Roman numeral system will be the primary system for labeling chords in this book. The figured-bass system is useful in learning voice leading since it shows some details of melodic motion; you will see it in many assignments. The macro analysis system excels at identifying both the root and quality of a chord while highlighting important harmonic motion within a composition. The popular-music symbols are universally used in jazz and popular music, and an understanding of these symbols is vital for studying this music.
PART A
The Fundamentals of Music
4/10/08 3:58:33 PM
Assignment 4.1 1.
2.
www
&
# # www
_____ 11.
? b b ww w
Indicate the type of triad shown using the following abbreviations: M = major, m = minor, d = diminished, and A = augmented. 3.
b b www
_____ 12.
# www
_____
4.
b b www
_____ 13.
# # www
_____
14.
6.
# # # www
_____
_____
Assignment 4.2
5.
www
_____ 15.
16.
_____
# www
8.
b www
b # www
_____
# # www
_____
# www
7.
_____ 17.
b b www
_____
9.
b b www
_____ 18.
# ‹ www
_____
10.
# # # www
_____ 19.
# # www
20.
# # www
_____
_____
_____
_____
Write the requested triad above each given note as shown in the example. Alternative Directions: Macro Analysis 1. Complete the requested triad above each given note. 2. Below the staff, write the letter symbol that represents each chord according to the macro analysis system.
Major Triad 1. (Ex.)
& www
2.
3.
4.
w
w
5.
6.
w
w
7.
8.
bw
bw
bw
9.
10.
#w
#w
Minor Triad 11.
? w
12.
13.
w
14.
w
w
15.
16.
w
17.
18.
#w
#w
19.
#w
bw
20.
bw
Diminished Triad 21.
22.
& w
23.
24.
w
w
25.
w
26.
27.
#w
w
28.
29.
bw
#w
30.
#w
bw
Augmented Triad 31.
? w
32.
w
33.
34.
w
35.
w
w
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36.
Chords
#w
37.
#w
38.
bw
39.
40.
bw
bw
87
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Assignment 4.3 1. (Ex.)
2.
# www
&
1. Write the requested triads as shown by the Roman numerals. 2. Be sure to write the correct accidentals to the left of the appropriate notes.
D: I
3.
d: VI
6.
Eb: V
F: vi
9.
8.
5.
4.
10.
C b : iii
11.
7.
eb: V
B: IV 13.
12.
14.
& F # : ii
D b : ii 15.
E b : IV
16.
g # : III
b b : ii ø
17.
18.
a#: i
19.
B b : iii
20.
21.
& d # : VI
f #: i
b: vii ø
22.
23.
c: III ±
24.
a: iv
25.
A: I
26.
g: VII
27.
28.
& Ab: I
G: vii ø
C: vi
Assignment 4.4
ww w
&
1. (Ex.)
G b : vii ø
Key
2.
# www
Chord
# www
Key 3.
Key
F major
IV
in
C major
in
in
V
in
B b major
in
in
V
in
B b minor
in
in
VI
in
A minor
in
in
PART A
in
Chord
in
3711_ben01877_Ch04pp73-94.indd 88
2.
3.
I
88
a b : iv
1. Following is a series of major triads. 2. Write the three major keys and the two minor keys (harmonic form) in which each triad is diatonic. The example is worked correctly for you. 1.
Chord
c#: i
e: ii ø
in
The Fundamentals of Music
4/10/08 3:58:34 PM
Assignment 4.5
1. Following is a series of minor triads. 2. Write the three major keys and the two minor keys (harmonic form) in which each triad is diatonic. The example is worked correctly for you.
? Chord 1. (Ex.)
1.
b www
Key
Chord
# www
Key
2.
Chord
F major
iii
in
E b major
in
in
vi
in
B b major
in
in
i
in
G minor
in
in
iv
in
D minor
in
in
3.
in
1. Following is a series of diminished triads. 2. Write the one major key and the four minor keys (two harmonic form and two melodic form) in which each triad is diatonic. The example is worked correctly for you.
& Chord
in
Key
in
1.
2.
b www
Key
# www
Chord
3.
b b www
Key
Chord
Key
vii ø
in
E b major
ii ø
in
C minor (harmonic)
in
in
vii ø
in
E b minor (harmonic)
in
in
viø
in
F minor (melodic)
in
in
vii ø
in
E b minor (melodic)
in
in
CHAPTER 4
3711_ben01877_Ch04pp73-94.indd 89
3.
b www
ii
Assignment 4.6
1. (Ex.)
2.
2.
Chords
in
3.
in
89
4/10/08 3:58:35 PM
Assignment 4.7
1. (Ex.)
˙˙ & ˙ ? ˙
Chord No. 1:
2.
1. Following are 10 triads, in various positions and of various types, arranged in four-part harmony (soprano, alto, tenor, and bass). 2. Complete the blanks as requested. The example is worked correctly for you.
˙ ˙ ˙ b˙
3.
#˙ ˙
4.
˙ ˙
˙ ˙ ˙ ˙
5.
˙ ˙
6.
˙˙ ˙ ˙
˙˙
Root
Position
Type
C
2nd Inversion
Major
7.
8.
b ˙˙ ˙ b˙
˙ ˙ #˙ #˙
9.
˙ ˙ # ˙˙
# # ˙˙ #˙ #˙
Analysis Symbol in G major:
Chord No. 2:
in F major:
Chord No. 3:
in A major:
Chord No. 4:
in F major:
Chord No. 5:
in B minor (harmonic):
Chord No. 6:
in A minor (natural):
Chord No. 7:
in Bb minor (harmonic):
Chord No. 8:
in B minor (harmonic):
Chord No. 9:
in G # minor (harmonic):
Chord No. 10:
in F # major:
Assignment 4.8
10.
IV 64
The following are excerpts from music literature. 1. Identify the triads in each excerpt. Certain notes have been circled. These are not considered part of the triads. Brackets have been added to numbers 3, 4, and 5 to identify the triads more clearly. 2. Write the Roman numeral analysis of each chord and indicate the position: 6 if in first inversion, 64 if in second inversion, and no numbers if in root position. 3. Each chord is numbered for convenience in class discussions. Alternative Directions: Macro Analysis Provide the correct letter symbol for each chord and add slur symbols according to the information on pages 83–84.
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1. Tallis: “God Grant We Grace” (“Tallis’s Canon”), mm. 5–8. CD Track 21
# & 42 ˙˙
˙ ˙
? # 4 ˙˙ 2
˙
G major: ___ 1
˙˙
˙ ˙
˙ ˙
˙˙
˙˙
˙
˙˙
˙
˙ ˙
˙ ˙
˙˙
˙ ˙
___ ___ ___ ___ 2
3
4
˙ ˙ ˙ ˙
___ ___ ___ ___
5
6
7
8
˙
˙˙
˙ ˙
˙ ˙
˙ ˙
˙˙
˙˙
˙˙
___ ___ ___ ___
9
10
11
12
˙ ˙
U ˙ ˙ ˙ ˙
˙˙
˙˙
˙ ˙
___ ___ ___
13
14
15
16
2. Crüger: “Herr, ich habe missgehandelt” (“Lord, I have transgressed”), mm. 1–9. CD Track 22
b & b c ˙˙ # ˙˙
G minor: ___ ___
___ ___
___ ___ 6
˙ ˙˙ ˙
ww
..
___ ___
___ ___
___ ___
___
___
˙ ˙˙ ˙ 5
˙ ˙ ˙ #˙
_____
˙ #˙ ˙ ˙ 4
˙ ˙ ˙ ˙
w w
? b c ˙˙ ˙˙ b
3
..
˙w # ˙
w˙ .
2
U w #w
˙ # ˙˙ ˙
˙˙ ˙˙
1
˙˙ ˙˙
˙ ˙˙ ˙
U œ ww
˙ ˙ ˙ ˙
7
8
9
10
11
12
13
14
15
3. Mozart: Sonata in C Major, K. 545, I, mm. 63–66. CD Track 23
&c
œ
œ ≈ œ œ œ
œ œ œ ?c ≈ œ C major: _____ 1
œ &
_____ 5
≈
œ œ œ ≈ œ
_____
_____
2
_____ 3
œ œ œ œ ≈
œ œ œ œ
_____
≈
7
Chords
œ œ œ œ ≈
œ œ œ œ
_____
6
CHAPTER 4
3711_ben01877_Ch04pp73-94.indd 91
≈ œ œ œ œ
≈ œ œ œ œ œ œ œ œ œ œ ≈ ≈ œ
œ œ œ œ ≈
&≈ œ œ œ œ
œ
≈
≈
4
œ œ œ
&
œ œ œ ≈
œ œ œ œ
_____ 8
91
4/10/08 3:58:36 PM
4. Mussorgsky: “The Great Gate of Kiev” from Pictures at an Exhibition, mm. 1–8. CD Track 24 Allegro alla breve Maestoso. Con grandezza
b w & b b C www f w ? b b C j ww b œw
E b major: ____ 1
˙˙ ˙˙
www w
j œ
www w
˙˙ ˙˙
j œ
____ 2
Π= 84
œœ œ œœ œ
˙ j˙ ˙ œ ˙
j œ
____ ____ 3
œœ œ œ œ ˙ œœ œ œ˙ œ ˙ ˙˙ ˙ ˙
˙˙˙ ˙ ˙ ˙ ˙˙ ˙ ˙˙
j œ
____
4
œœ œ œ œ ˙ œœ œ œ˙ œ ˙ ˙˙ ˙ ˙
˙˙˙ ˙œ œ ˙˙ ˙˙ œœ ˙ ˙
j œ
____ ____ ____ ____
5
6
7
8
˙˙˙ ˙œ œ ˙˙ ˙˙ œœ ˙ ˙
____ ____ ____ ____
9
10
11
12
13
5. Mendelssohn: Songs Without Words op. 53, no. 3, mm. 95–103. CD Track 25
. bb 6 œ & 8œ
œœ. œœ. J
œ. J
œœ. œ
œœ. œœ. J
cre
-
-
œœ. œ J-
œœ. œ
.j . œœ # œœ
scen
-
.j œœ œ -
.j œœ œ
.j . œœ n œœ
œœ. œ
-
-
-
-
œ œœ œœ œ ≈œ œ œ ‰ ≈ œ œ ? b b 68 œ œ ‰ ‰ Œ œ ‰ œJ ‰ ‰ J
≈ œ œ œ ‰ ≈ œ œ œ ‰ ≈ #œ œ œ ‰ ≈ œ œ œ ‰ ≈ nœ œ œ ‰ œ ‰ ‰ œ ‰ ‰ #œ ‰ ‰ œ ‰ ‰ nœ ‰ ‰ J J J J J
G minor: _____
_____
_____
1
2
_____
3
4
.j œœ œ
_____
_____
5
6
_____ 7
. .j . . j # œœ œœœ œœœ œœœ œœœ . œ - do J dim. p ? bb ≈ œ œ œ ‰ ≈ œ # œ œ ‰ ≈ œ œ œ ‰ ≈ œ n œ œ ‰ ≈ œ œ œ ‰ ≈ œ œ œ ‰ œ # œœ œœ œj J œ ‰ ‰ œ ‰ ‰ œ ‰ ‰ œ ‰ ‰ œ ‰ ‰ œ ‰ ‰ œ J J J J J J J . bb œ & œœ
.j œœ œ
.j . œœ # œœ
_____ 8
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3711_ben01877_Ch04pp73-94.indd 92
_____ 9
PART A
. œœ œ
. . j œœ n œœ
_____ 10
_____ 11
. œœ œ
. . jœ œœ œœ
_____ 12
.j œœ œ
V7 _____ 13
_____ 14
The Fundamentals of Music
4/10/08 3:58:37 PM
Assignment 4.9
Following are several four-part chorale phrases harmonized by J. S. Bach. (Certain embellishing tones have been omitted.) 1. Under the staves, indicate the figured-bass symbols that would be used to obtain the chords written by Bach. 2. This assignment is designed to help you learn figured-bass symbols. In selecting chords that require a variety of symbols, some chords have been included that are not intended for analysis at this time, so you are asked to supply only figured-bass symbols and not Roman numerals. The example illustrates the correct procedure. 3. One figured-bass symbol (in no. 2) has been supplied for you. 1. (Ex.) Bach: “Von Gott will ich nicht lassen” (“I Will Not Leave God”), BWV 418, mm. 5–6. CD Track 26
& c œœ
œœ
œœ
? c œœ
œœ
œœ 6
6 5
œœ # œœ œ œ œ œ 6 4
#
2. Bach: “Das neugeborne Kindelein” (“The Newborn Child”), BWV 122, mm. 13–16. CD Track 27
b 3 œœ œœ œœ b & 4
˙˙
œœ
œ œ œ ? b b 43 œ œ œ
# œ˙
œ œœ
œœ œ œ
œœ # œœ œ œ œ œ
U ˙˙ .. n˙. ˙.
U ˙˙ .. #˙. ˙. #
3. Bach: “Seelen-Bräutigam,” (“Bridegroom of the Soul”), BWV 409, mm. 1–2. CD Track 28
### c œœ & œ ? ### c œ
œœ œ œ
œœ œœ œœ œ œ
U ˙˙ ˙ ˙
6 5
4. Bach: “Schwing’ dich auf zu deinem Gott” (“Soar Upward to Thy God”), BWV 40, mm. 1–2. CD Track 29
œ & b c œœ œ œœ œ œœ œœ œœ œ œ ?b c
U œ œ ˙ œ œ ˙ œœ n œœ ˙
CHAPTER 4
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Chords
5. Bach: “O Lamm Gottes, unschuldig” (“O Lamb of God, Most Stainless”), BWV 401, mm. 3–4. CD Track 30
& b c œœ ?b c œ œ
U œœ œœ œ œ œœ œœ œ œœ œ œ œ œ œ œ œ œ œœ œœ œœ œœ
93
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Assignment 4.10 1. (Ex.)
www
&
2.
F _____
b www _____
11.
12.
b b b www
? # www _____
_____
Assignment 4.11
Fill in the macro analysis symbol below each of the given chords. 3.
4.
b www _____ 13.
# www
_____
_____ 14.
b b b www _____
5.
6.
# www _____ 15.
www
_____
# www _____
16.
b www
_____
7.
# # www _____
17.
b b b www _____
8.
9.
# www
b www _____ 18.
# # www _____
10.
b b b www
_____ 19.
# # www _____
_____ 20.
b www
_____
Write the chords indicated by each of the popular-music symbols.
1. (Ex.) Ab 2. E dim. 3. D b ±
bw & b ww
11. C dim. 12. G b
b www
13. B MI
4. F MI
5. B b
14. C b ±
15. E
6. Adim. 7. E b ±
# MI 16. D dim. 17. F b ±
8. G
# MI 9. D
18. C
#
10. G dim.
19. D b MI 20. A±
&
Assignment 4.12 1. (Ex.)_____ A
w & # ww
2. _____
b www
Indicate the popular-music symbol for each of the given chords. 3._____
# www
4. _____
# www
5. _____
www
6. _____
b www
7. _____ 8._____
# # www
b www
9. _____ 10. _____
# # # www
b b b www
11. _____ 12. _____ 13._____ 14. _____ 15. _____ 16. _____ 17. _____ 18. _____ 19. _____ 20. _____
& # www
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b b b www
# www
PART A
b b b www
# www
# www
b b b www
b b www
bw b ww
b b b www
The Fundamentals of Music
4/10/08 3:58:40 PM
PA R T
B The Structural Elements of Music
T
he study of the structure of music begins with the classification of all aspects of music into five basic categories: sound, harmony, melody, rhythm, and form—the structural elements. The sound of the music is the result of the voices and/or instruments used, the texture of the music, and the effects of dynamics. In music, texture refers to the way the melodic, rhythmic, and harmonic materials of a composition are woven together. The study of the harmony of a composition includes the harmonic patterns and progressions, the tonal implications of the harmony, and how the harmony is sustained and elaborated. The study of the melody of a composition includes the prominent melodic lines and their repetition and variation, the range and contour of melodic material, the phrase structure of the melodic lines, the scale basis for melodic materials, and the relationship and relative prominence of the various melodic ideas that appear together in a work. The study of the rhythm in a composition includes the nature of rhythmic activity, the tempo and tempo changes, the density of rhythmic activity, and the harmonic rhythm or rate of harmonic change throughout a composition. Form refers to the larger shape of the composition. Form in music is the result of the interaction of the four structural elements previously described. Certain formal patterns recur often enough in Western music to be given names (see Chapters 16–17). We will consider each of the basic structural elements in isolation so that you can focus your attention on each in turn. However, you must always bear in mind that these structural elements seldom function in isolation in a piece of music.
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CHAPTER
5 Cadences and Nonharmonic Tones
TOPICS
IMPORTANT CONCEPTS
Phrase
Harmonic Cadence
Phrase Harmonic Cadence Perfect Authentic Cadence Imperfect Authentic Cadence Half Cadence Phrygian Half Cadence Plagal Cadence Deceptive Cadence Rhythmic Cadence Nonharmonic Tones
Unaccented Nonharmonic Tones Unaccented Passing Tone Unaccented Neighboring Tone Escape Tone Anticipation Accented Nonharmonic Tones Accented Passing Tone Accented Neighboring Tone
Suspension Retardation Appoggiatura Successive Passing Tones Changing Tones Double Neighboring Tones Neighbor Group Pedal Tone Inverted Pedal Tone
Composers organize chords in specific combinations to signal the conclusion of musical passages. These points of repose are known as cadences. Furthermore, composers frequently embellish chords with nonchord pitches known as nonharmonic tones. This chapter is devoted to these two fundamental elements of musical composition.
A phrase is a substantial musical thought, which ends with a musical punctuation called a cadence. Phrases are created in music through an interaction of melody, harmony, and rhythm. The first part of this chapter concentrates on the harmonic and rhythmic aspects of phrases; in Chapter 6 we will take up the melodic aspects.
A harmonic cadence is musical punctuation that closes a phrase or section of music. Cadences differ considerably in musical strength. Some signify the end of a complete musical thought and can be compared to the period (.). Others bring an incomplete idea to a close but suggest something else to come. These can be compared to a comma (,) or a semicolon (;). Most cadences conclude with either the V or I chord. The dominant frequently appears as a seventh chord (V7).
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Figure 5.1 A. Scarlatti: “O cessate di piagarmi,” from Pompeo, mm. 5–8.
j œ œ
& b 68 œ O
j œ œ
ces - sa - te
6 & b 8 œœ œ
? b 68 œ
di
j œœ œ œ œ
j œœ œœœ œ
œ #œ J
œ J
pia - gar - mi,
j œœ œœ œ œ
O
j œœ œœœ œ œ œ J
œ #œ J
œ
j œ
j œ œ
œ œ J
#œ
la - scia
j œœ œ . #œ œ œ œ J
-
j œ œ
j œ œ.
te - mi
mo - rir,
œ œœ œ J œ J
œœ œ
j œ # œœ
j œ œ. V
d:
œœ .. œ.
i
Cadence Perfect Authentic Cadence
The perfect authentic cadence is a progression from V to I in major keys and V to i in minor keys. Both chords must be in root position. In this cadence the tonic note must also be the highest sounding pitch in the tonic triad. From the standpoint of finality, the perfect authentic cadence is the strongest cadence of all.
Imperfect Authentic Cadence
The imperfect authentic cadence is slightly weaker than the perfect authentic cadence. A perfect authentic cadence becomes imperfect when: 1. The highest-sounding tone in the tonic triad is a tone other than the tonic note. 2. The vii ø triad is substituted for the V, making the cadence vii ø 6 to I or vii ø 6 to i. 3. One or both of the chords (V or I) is inverted. Examples are: V6 to I or V to i6. Figure 5.2 illustrates both perfect and imperfect authentic cadences.
Figure 5.2 Perfect Authentic
Imperfect Authentic
a.
c.
b.
œœ
˙ ˙
˙˙
œ œ
I
V
b œ &bb œ
˙ ˙
? bb œ b œ E b: V
d.
Imperfect Authentic (Rare) f. g.
e.
œœ
˙˙
œœ
˙˙
˙˙
œ œ
˙˙
œ œ
˙˙
I
V
I
V
I
œ œ
˙˙
œœ
˙
œœ
˙˙
œ œ
˙ ˙
V6
I
V
I6
œœ
˙˙
œ œ
˙ ˙
vii ø 6 I
Half Cadence
If the second chord of a cadence is V, it is a half cadence. This permits a large number of possibilities, but composers actually employ only a few. I to V, IV to V, or ii to V account for the vast majority of half cadences. A half cadence from iv6 to V in a minor key is sometimes called a Phrygian half cadence (see Figure 5.3d).
98
PART B
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The Structural Elements of Music
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Figure 5.3 Half
Phrygian Half
a.
Plagal Cadence
˙ ˙
˙ ˙
œœ
V
ii
˙ ˙
œ b œ
E b: IV
? bb
b.
œ œ
b œ &bb œ
c.
œ œ
˙ ˙
˙ ˙
œœ
˙ ˙
V
I
V
d.
œ
˙˙
œœ
n ˙˙
c: iv 6
V
The plagal cadence is nearly always one progression: IV to I in major keys, or its equivalent, iv to i in minor keys. Infrequently, the progression ii6 to I occurs as a plagal cadence.
Figure 5.4 Plagal a.
b & b b œœ
˙˙
œ b œ
˙˙
E b: IV
I
? bb
Deceptive Cadence
b.
œœ
˙ ˙
œœ IV
c.
œœ
˙˙
˙ ˙
œœ
˙˙
I
IV
I
If the first chord is V and the second is not I, the cadence is deceptive. Although there are a large number of possibilities, composers most often select vi (VI in minor). Figure 5.5 illustrates deceptive cadences.
Figure 5.5 Deceptive a.
b œ &bb œ
˙ ˙
œ b œ E b: V
? bb
Rhythmic Cadence
b.
œ œ
˙ ˙
˙˙
n œœ
vi
c: V7
c.
œœ
˙˙
˙˙
œ œ
˙ ˙
VI
E b: V
IV6
Phrase endings often contain characteristic rhythmic patterns that create a rhythmic cadence. Notice in Figure 5.6 that the phrase ending can be sensed by tapping the rhythm alone.
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Deceptive (Rare)
Cadences and Nonharmonic Tones
99
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Figure 5.6 Bach: Brandenburg Concerto no. 3 in G Major, BWV 1048, I, mm. 1–2 (modified).
# & Cœ œ œ œœœ œœœ œ œ œœœ œ œ œ œ #œ œ
Œ
Cœ œ œ œœœ œœœ œœœ œœ œ œœœ œ œ
Œ
ã
Rhythmic cadence:
Rhythmic cadences often end with a longer note than the prevailing note values or are followed by a rest, which, in effect, lengthens the final note. A rhythmic cadence pattern may recur several times throughout a given composition (see Figure 5.7).
Figure 5.7 Polish Folk Song.
b j . & b 43 œ œ . œ # œ œ œ Jœ œ œ œ . Jœ œ # œ ˙
j . . œ œ œ . œ # œ œ œ Jœ œ œ œ # œj œ œ ˙
Rhythmic cadence:
Rhythmic cadence:
b œ. œ œ. œ œ. œ œ œ œ œ œ œ œ ˙ &b œ œ J J
j . . œ œ . œ # œ œ œ Jœ œ œ œ # œj œ œ ˙
Rhythmic cadence:
Rhythmic cadence:
Phrases can exist at the rhythmic level alone, independent of harmony and melody. Drum cadences, for example, are clear examples of rhythmic phrases. The history of harmonic cadences is interesting because so many early cadence types now sound quaint and unfulfilling. Prior to the baroque period and the establishment of functional harmony, cadences were considered simply a manipulation of melodic lines that converged or diverged to a point of rest, usually the final (the first degree of a mode). The following are typical of early cadences.
History
Figure 5.8 Firenze (c. 1375)
& œ. œ. œ. ? œ . œœ ..
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3711_ben01877_Ch05pp95-118.indd 100
Machaut (1300–77) Double Leading-tone Cadence:
˙. ˙. ˙.
# # ˙œ .. œ . ˙.
PART B
˙˙ .. ˙.
Binchois (1400–67)
Palestrina (1525–94)
Landini Cadence:
Plagal Cadence:
œ . # œj œ œ ˙ . œœ ˙˙ ˙˙ . .
b w w
ww
w b w
ww
The Structural Elements of Music
4/11/08 7:32:25 AM
The advent of the baroque period with its tonality and functional harmony brought about the familiar cadence types.
Figure 5.9 Pachelbel (1653–1706)
Purcell (1659–95)
Handel (1685–1759)
Bach (1685–1750)
Imperfect Authentic:
Half:
Perfect Authentic:
Deceptive:
b b œ˙ œ ˙ # w ˙˙ ww ˙
&b œ œ œœ œ œ #œ ?b œ œ d: vii ø 6
i
bb ˙ ˙
˙ w ˙ w
g: iv
i 64 V
bb œ œ œ œ . œ ˙˙˙ ... œ œ œ bb g: i
˙. n n œœ œ œœ œ ˙.
œ œ
i 64 V
œ
i
œ nn œ
œ œ ˙. ˙. œ
C: ii
V
vi
The standard cadences (authentic, half, plagal, and deceptive) continued with little change from the baroque period throughout the classical period.
Figure 5.10 Beethoven (1770–1827) Mozart (1756–91)
Haydn (1732–1809)
Salieri (1750–1824)
Imperfect Authentic:
Deceptive:
Half:
Perfect Authentic:
b &bb œ œ œ œ nœ œ
###
? b œœ œ œ bb œ œ
# # # œœ
c: i
V
i
j œ œ œ œ. œ œ #œ œ. œ œ œ œœ .. œ œ œ J J
f # : i64
V7 i
# œ .. œ œ j b œ ‰ œœ œ ‰ b J œ œ # Jœ ‰ œ ‰ œœ ‰ b b J J
G: I
V7
vi
œœ œ œœ œœ
# œœ
œœ œ œ
œ œ
œ #œ
g: V 6
i
ii ø 6
V
Cadence types remained virtually unchanged during the romantic period, but composers sometimes decorated their cadences in a more florid manner. In the post-romantic and impressionistic period, some cadences were simply highly decorated (and often camouflaged) traditional cadences. Others resembled a return to the linear cadences of the prebaroque. During the contemporary period, the idea of cadence formulae (distinct types such as authentic, half, etc.) became nearly extinct. Some composers of atonal (no tonal center) music employed interpretation markings (crescendo, loud dynamics, etc.) effectively to bring their compositions to a close. Others, in an effort to avoid stereotyped cadences, chose to allow their compositions to come to a halt without any hint of cadence. Jazz and popular music frequently include traditional cadences similar to those studied in this text, but often disguised with substitutions and decorations. During the third quarter of the twentieth century, some creative jazz artists adapted free-tonal and atonal techniques to suit their improvisational styles. Free-tonal style permits free use of all 12 tones of the octave but maintains a tonal center. Atonal music contains no tonal center whatsoever. Figure 5.11 shows some traditional cadences that have been decorated.
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Cadences and Nonharmonic Tones
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Figure 5.11 Decorated Authentic: a.
&
#
˙˙˙ ˙
?# ˙ ˙ G: V 11
b.
c.
˙˙˙ ˙
b b ˙˙˙
˙˙ ˙
˙ ˙
bb ˙
˙
˙ b ˙
I 9 ADD 6
F: V ± 7
I ADD 6
B b: V13
b b œ˙˙ b œ
˙˙˙ ˙ Œ ˙
œ
I ADD 6
In Figure 5.11a the dominant (V) is decorated with an eleventh and the tonic contains an added interval of a sixth above the bass note. In Figure 5.11b the tonic chord contains the intervals of a sixth and a ninth above the bass note. In Figure 5.11c the tonic chord contains a thirteenth (an octave plus a sixth) above the root. Harmonic tones should be familiar to you by now. They are the chord tones: root, third, or fifth. Nonharmonic tones (nonchord tones) are pitches that sound along with a chord but are not chord pitches. Most nonharmonic tones are dissonant and create intervals of a second, fourth, or seventh. Diminished or augmented intervals are also considered dissonant. The dissonance created by nonharmonic tones is calculated against the lowest-sounding tone of a chord, no matter how many other voices are present. An exception occurs when the nonharmonic tone is positioned in the lowest-sounding voice itself (usually bass). Nonharmonic tones generally occur in a pattern of three pitches:
Nonharmonic Tones
1 Preceding tone (chord tone)
2 Nonharmonic tone (not a chord tone)
3 Following tone (chord tone)
A few nonharmonic tones involve patterns of more than three pitches and will be discussed later in the chapter. The various nonharmonic tones are named by the intervals between the preceding tone, the nonharmonic tone, and the following tone. Figure 5.12 shows the common three-tone patterns. The nonharmonic tone is circled in each case.
Figure 5.12 Passing Tone
&
œ
œ
Passing Tone
œ
œ
(step) PT (step) Escape Tone
&
œ
œ
&
œ
œ
Appoggiatura
œ
œ
3711_ben01877_Ch05pp95-118.indd 102
œ
œ
(skip) APP (step) Anticipation
œ
œ
(step) ANT (common) tone 102
œ
(step) PT (step)
(step) ET (skip) Anticipation
œ
œ
Neighboring Tone
œ
œ
œ
(step) NT (step) Suspension
œ
œ
œ
(common) SUS (step) tone
Neighboring Tone
œ
œ
œ
(step) NT (step) Retardation
œ
œ
œ
(common) RE (step) tone
œ
(step) ANT (common) tone
PART B
The Structural Elements of Music
4/11/08 7:32:27 AM
Rhythmic Placement
The most important distinction among the various nonharmonic tones is whether the dissonance occurs on the beat (accented) or off the beat (unaccented). Dissonances placed on the beat are much stronger and often create a powerful emotional impact, whereas those placed off the beat generally pass almost unnoticed smoothing out melodic lines. Some nonharmonic tones occur in both accented and unaccented contexts; others appear only as accented or as unaccented dissonances. The common unaccented nonharmonic tones are the unaccented passing tone, unaccented neighboring tone, escape tone, and anticipation.
Unaccented Nonharmonic Tones Unaccented Passing Tone
Figure 5.13 shows various unaccented passing tones in a four-voice texture. Figures 5.13a and 5.13b show single unaccented passing tones in descending and ascending patterns. Figures 5.13c–e show double unaccented passing tones in a variety of patterns.
Figure 5.13 a.
PT
b.
# & œœ œ œœ
PT
c.
PT
œœ œœ œœ
œœ œ œœ
? # œœ
œœ
œ œ
œœ
œ œ
e: i
i
i
i
i
Unaccented Neighboring Tones
d.
PT
œœ œ œœ
e.
œœ œ œœ PT PT
PT
œœ
œœ œ œœ
œœ œ œ œ
i
i
i6
i
i
Figure 5.14 shows various unaccented neighboring tones in a four-voice texture. Figures 5.14a and 5.14b show single unaccented neighboring tones. Figures 5.14c and 5.14d show double unaccented neighboring tones.
Figure 5.14
#
Escape Tones
a.
c.
NT
NT
d.
NT
œœ œœ œœ
& œœ œ œœ
œœ œ œœ
œœ œœ œœ
? # œœ
œ œ
œ œ
œ œ
œ œ
œ œ
œ œ
œ œ
e: i
i
i
i
i
i
i
i
Escape tones occur only as unaccented nonharmonic tones. Figure 5.15 shows the most common pattern, in which a step upward is followed by a skip downward by a third.
CHAPTER 5
3711_ben01877_Ch05pp95-118.indd 103
b.
NT
Cadences and Nonharmonic Tones
103
4/11/08 7:32:28 AM
Figure 5.15 ET
# œ œ œœ œ œ œœ ?# œ &
e: i Anticipation
iv
Anticipations occur only as unaccented nonharmonic tones. Figure 5.16 shows two common patterns.
Figure 5.16 ANT
a.
&
ANT
b.
# œ #œ œ œ œ
# œ œ œœ œ
? # œœ
œ œ
œ œ
œœ
e: i
V
V
i
All four of the unaccented nonharmonic tones (passing tone, neighboring tone, escape tone, and anticipation) appear in the Handel minuet excerpt shown in Figure 5.17.
Figure 5.17 Handel: Minuet in G Minor, G. 242, mm. 13–16.
b &b œ
ET œ NT # œ œ œ #mœ .
Œ ? bb ˙ . œ g: iv 6
Accented Nonharmonic Tones
œ
mœ œ J
Œ œ ˙.
œ
V7
i
PT ANT œ œ œ mœ . œ ˙˙ .. ˙.
œ
œ
..
œ
œ œ . œ .
V
i
The common accented nonharmonic tones are the accented passing tone, accented neighboring tone, suspension, retardation, and appoggiatura.
Accented Passing Tone
Figure 5.18 shows some accented passing tones in a four-voice texture. Compare the musical effect of these accented passing tones with the unaccented passing tones shown in Figure 5.13.
104
PART B
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The Structural Elements of Music
4/11/08 7:32:28 AM
Figure 5.18 > PT
a.
# & œœ
> PT
b.
œœ œ
œœ
œ œœ
œœ
> PT
c.
œœ
œœ œœ
? # œœ
œ œ
œ œ
œœ
œ œ
œœ
œœ
e: i
i
i
i
i
i
i
Accented Neighboring Tone
> PT
d.
> PT
e.
œœ œ
œœ
œ œœ
œœ
i
i6
œœ œ
> PT > PT
œ œ œ i
Figure 5.19 shows some accented neighboring tones in a four-voice texture. Compare them with the unaccented neighboring tones shown in Figure 5.14.
Figure 5.19 > NT
a.
# & œœ
> NT
b.
> NT
c.
œœ œ
œœ
œœ œ
œœ
? # œœ
œœ
œœ
œœ
œ œ
e: i
i
i
i
i
> NT
d.
œœ
œœ œœ
œ œ
œ œ
œ œ
i
i
i
œœ œœ
The excerpt by Verdi in Figure 5.20 includes both accented passing tones and accented neighboring tones.
Figure 5.20 Verdi: “Tu vedrai che amore” from Il Trovatore, mm. 1–5.
&b c Ó
œ Tu
œ
> NT
> NT
r œ œ ..
œ ..
ve - drai
I
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3711_ben01877_Ch05pp95-118.indd 105
r œ œ œ œj ‰ œ
cheIa-mo - reIin ter - a
& b c ‰ œœ œœ œœ œœ œœ œœ œœ ‰ œœ œœ œœ œœ œœœœœœœ œœœ œ π. . . . . . . . . . . œ Œ Ó ? c œ Œ Ó b œ œ F: I
> PT
œœ œ.
œœ œ.
mai del
œœ ‰ œœ œœ œœ œœ œ. œ. œ. œ. œ. œ Œ Ó œ I
œœ œ.
œœ œ.
> NT
œ ..
mio
> NT
Cadences and Nonharmonic Tones
œ œ œj ‰ R
œ œ .. R non fu
œœ ‰ œœ œœ œœ œœ œ. œ. œ. œ. œ. œ Œ Ó œ I
> PT
più for - te;
œœ œ.
œœ œ.
œœ ‰ œœ œœ œœ œ. œ. œ. œ. œ Œ œ I
105
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Suspension
The suspension occurs only as an accented nonharmonic tone. The melodic pattern of the suspension figure is always as follows: the preparation, the suspension, and the resolution (Figure 5.21).
Figure 5.21 Preparation
Suspension
Resolution
œ œ
œ œ
œ œ
m6 Consonant
m7 Dissonant
m6 Consonant
&
The suspended tone (the middle tone of the figure) is always dissonant. Suspensions are designated by the interval forming the suspended tone and resolution with the lowest sounding voice. Three common suspension types are shown in Figure 5.22.
Figure 5.22 a. Prep.
# & œœ ? # œœ
Sus.
Res.
b. Prep.
Sus.
Res.
c. Prep.
Sus.
Res.
œ˙ ˙ ˙
œ
œœ
œ˙ ˙ ˙
œ
œœ œœ
œ˙
œ
9
e: i
œœ –
8
iv
–
7
ii ø
i
6
6
˙˙ 4
iv
–
3
i
In determining the interval of suspension, the octave is usually removed. Thus 4–3 is used instead of 11–10. The exception is the 9–8 suspension. Another common suspension is the 2–3 suspension. Whereas the suspension figure is in one of the upper voices in the three suspensions shown in Figure 5.22, in the 2–3 suspension the suspended tone is in the lower voice.
Figure 5.23 2–3 suspension showing suspension figure in lower voice.
?
œœ
œœ
œœ
M3 Preparation
M2 Suspension
m3 Resolution
The other voice (not containing the suspension figure) may move in almost any way as long as it provides the necessary preparation, suspension, and resolution phases for the suspension figure.
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The Structural Elements of Music
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Figure 5.24 Suspending Voice:
œ œ
œ œ
œ œ
M3 Preparation
M7 Suspension
M6 Resolution
& Other Voice:
Remember that suspensions occur only between two voices—even in four-voice writing. You may ignore the other voices when considering the preparation, suspension, and resolution. The following are suspensions found in a four-voice setting.
Figure 5.25 a. Bach: “Freu’ dich sehr, o meine Seele” (“Rejoice Greatly, O My Soul”), BWV 25, mm. 12–13.
œ œ œœ c œ &
œœ
Prep.
? c œœ
# & c œ œœ œ
Sus. Res.
œ œ ˙ œœ œœ œœ œ œœ œ ˙ ˙ C: I6 I
?c
U ˙˙
˙˙
œœ
b. Bach: “Was Gott tut, das ist wohlgetan” (“What God Does Is Well Done), BWV 69a, mm. 3–4 (modified).
œ œ
Consonance-Dissonance: Con. Interval: P8
4
–
V
3
œ œ œ œ
œ œ œ œ
G: I
?# c
Diss. Con. P4 M3
Consonance-Dissonance: Interval:
˙˙
Prep.
Sus. Res.
IV
V
œ œ
œœ œœ
Con. P5
Diss. Con. P4 M3
? # c œœ œœ œœ œœ œœ
I
U œœ ..
œ˙ œ œ . œ . –
4
3
I
..
Suspensions can occur simultaneously in pairs, have decorated resolutions, occur in chains, or be accompanied by a changing bass line.
Figure 5.26 a. In pairs:
# œ & œ
œ œ
b. Decorated resolutions: SUS
œ œ
SUS
œ ?# œ e: ii ø 6 CHAPTER 5
3711_ben01877_Ch05pp95-118.indd 107
˙˙ 9 4
i
– –
8 3
œœ
˙œ œ œ
œœ
˙œ œ œ œ
œœ
˙ SUS ˙
œœ
˙ SUS ˙
4
iv
–
2
–
4–3–2–3
3
i
Cadences and Nonharmonic Tones
iv
i
107
4/11/08 7:32:30 AM
c. In chains:
d. With changing bass line:
& b œœ
œœ œ œœ œ œœ œ œœ b œ œ SUS œ SUS œ SUS SUS œ œ b œœ œ
œ ?b œ F: IV
Retardation
4–3
9–8
4–3
I
ii
vi
œ œ
œ œ
œ œ
SUS
œ œ
œ œ œ œ œ œ 9 – 6
9–8
I6
IV IV 6 I
A retardation is a nonharmonic tone similar to a suspension, except that the resolution is upward instead of downward.
Figure 5.27 a.
# #œ & œ
RET
œ ?# œ
˙ ˙
œ˙
#
Appoggiatura
RET
œœ
–
˙ ˙
8
–
7
i
œ
œ˙
œœ
7
e: V
b.
œ
i
8
iv
The appoggiatura is a nonharmonic tone that is approached by skip and resolved by step in the opposite direction. It generally occurs as an accented nonharmonic tone.
Figure 5.28
&
#
a.
# œœ
? # œœ
œ˙
skip
˙˙
œ step
APP
APP
b.
APP
œœ œ œ
skip
œœ œ
œœ
step
œ œ
œœ
œ œ œ
skip
œ œ
step
# e: V
i
i
iv
i
ii ø 6
The Haydn piano sonata excerpt that follows includes a suspension, an appoggiatura, and a retardation. Although the retardation in Figure 5.29 looks similar to a grace note, performance practice dictates that the retardation be performed on beat one—not before the beat.
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Figure 5.29 Haydn: Sonata in A Major, Hob. XVI:30, II: Var. 1, mm. 14–16. 4–3
### œ œ œ œ j œ
&
œ
? ###
œœœœ œœœœœ
Ÿ œ
œ œ
œ ˙
œ
œ œ
ii 6
I 64
V
I
SUS
APP
œ
œ
A: I
Accented versus Unaccented Nonharmonic Tones
RET j œ
..
˙.
œ ..
Compare the two phrases from Bach chorales shown in Figure 5.30. Figure 5.30a contains only unaccented nonharmonic tones, whereas 5.30b has three accented nonharmonic tones. The nonharmonic tones in 5.30a add rhythmic interest and make the voice leading smoother, but the dissonances in 5.30b are much more dramatic in effect and add considerable tension to the musical setting.
Figure 5.30 a. Bach: “Valet will ich dir geben” (“Farewell I Gladly Bid Thee”), BWV 415, mm. 1–2.
# & # c
œœ
œœ
˙œ
œœ
œ œ
œœ PT
NT
NT NT
PT
œ PT œ œ œ œ œ œ œ
PT œœ œœ œœ œœ œ œ œœ œ
? # # c œœ œœ D: I
I
I
vii ø 6
IV
U œ œ œ œ
IV 6
I
I
b. Bach: “Liebster Jesu, wir sind hier” (“Blessed Jesu, At Thy Word”), BWV 373, mm. 1–2. > PT
# & c œœ
œœ œ œœ
PT
? # c œ œ œœ œ G: I
Nonharmonic Tones Involving More Than Three Pitches
I
2–3
œ œ
> PT
œœ œ œœ œ SUS
V6
V
PT
U œœ œ ˙˙ PT
œœ œœ œœ œ ˙ ˙ I
I
V
A few nonharmonic tones occur in patterns of four or more pitches. The most common are successive passing tones, changing tones, and the pedal tone.
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Successive Passing Tones
Two passing tones occasionally fill an interval of a fourth. In such cases both the passing tones may be unaccented (Figure 5.31a) or they may be a combination of accented and unaccented passing tones (Figure 5.31b).
Figure 5.31 PT
a.
b.
# œ & œœ œ œ œ
Changing Tones
? # œœ
œ œ
e: i
i
œœ
œœ
> œœ PT œ PT œ œ œ G: I
V
Changing tones consist of two successive nonharmonic tones. The first leads by step from a chord tone, skips to another nonharmonic tone, and then leads by step to a chord tone (often the same chord tone). Other terms often used instead of changing tones are double neighboring tones or neighbor group. In many ways the two changing tones resemble neighboring tones with a missing (or perhaps implied) middle tone.
Figure 5.32 a.
# œ & ˙
Pedal Tone
CT CT
b.
œ œ ˙˙
˙œ
˙ ?# ˙
˙ ˙
˙˙
e: III
i
III
œ œ ˙˙ CT CT
c.
CT
CT
œ˙ œ œ œ ˙˙
˙ ˙
˙˙
i
III
missing
˙ ˙ i
A pedal tone (also called a pedal point) is a held or repeated note, usually in the lowest voice, that alternates between consonance and dissonance with the chord structures above it. Thus, the dissonances are created by the moving chords above rather than the pedal tone itself. When a pedal tone occurs above other voices, it is called an inverted pedal tone.
Figure 5.33
# œ & 43 œœ œœœ œœœ ?# 3 œ œ œ 4
œ n œœ
œ n œœ œœœ b œœœ
œœ ˙˙ œ ˙
œ œ œ
œ œ œ
œ œ œ
˙ # ˙˙
Con. Diss. Con. Diss. Diss. Diss. Diss. Con. Diss. Con. Con. Con.
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Observe the successive passing tones, changing tones, and pedal tone in the concluding measures of an organ chorale prelude by Walther.
Figure 5.34 Walther: Chorale Prelude on “Lobt Gott, ihr Christen, allzugleich” (“Praise God, Ye Christians, All Together”), mm. 10–13. > PT PT
œ &b œ œ œ œ œ œ œ œ œœœœœ œ œ ?b ‰& j œ ?b
F: I
œœœ œ œ œœ œ œ œ œ œœ œ œ
œ 6
œ
IV
CT CT
œ œ œ œ œ œ. Œ
CT CT
œ œ œ œ œ œ œ œ œ œ œj œ CT CT
CT CT
‰ j œ œ bœ œ œ œ œ œ œ œ œ œj œ œ
Pedal Tone
œ I
œ
6
œ
ii
viiø
6
w
˙.
I
IV64
PED vii ø 6
PED I
The following chart is a summary of nonharmonic tones studied in this chapter.
Summary of Nonharmonic Tones
PT = Passing Tone ANT = Anticipation APP = Appoggiatura
NT = Neighboring Tone SUS = Suspension CT = Changing Tones
ET = Escape Tone RE = Retardation PED = Pedal Tone
Type
Approach
Departure
Voice
Accented or Unaccented
PT
Step
Step
Any
May be either
NT
Step
Step
Any
May be either
ET
Step
Skip
Soprano
Unaccented
ANT
Prefer step
Same tone
Usually soprano
Unaccented
SUS
Same pitch
Step down
Any
Accented
RE
Same pitch
Step up
Usually soprano
Accented
APP
Skip
Step
Usually soprano
Accented
CT
NA
Any
Usually neither note accented
PED
NA
Usually bass
Both
CHAPTER 5
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Assignment 5.1
The second and third chords of each exercise form a cadence. 1. Analyze each chord in the blanks provided. 2. Write the name of the cadence type in the blank above the exercise.
1. ______________
# œ & œ
œ œ
œ œ
œ ?# œ
œœ
œ
G: ___ ___ ___
6. ______________
b œ œ œ &bb œ œ œ
œ œ œ ? bb œ œ œ b E b: ___ ___ ___
Assignment 5.2
2. ______________ 3. ______________ 4. ______________
#
œœ # œœ # œœ œœ
œ
n œ œ
œ œ
œ œ
bbb œ œ
œœ
n œœ
œ
œœ
œ bbb œ
e: ___ ___ ___
C: ___ ___ ___
7. ______________ 8. ______________
## œ œ œ œ œ œ œ œ œ ## œ œ œ
D: ___ ___ ___
###
œœ œ ### œ
œœ
œœ œ œ
œœ
A: ___ ___ ___
œœ œ œ
5. ______________
b œ œ
œœ œ œ
œ b œ
E b: ___ ___ ___
œœ œ œ
œœ œœ
F: ___ ___ ___
9. ______________ 10. ______________
## œ œ œ œ œ œ # # œœ # œœ œœ
b b b b œœ œœ œœ œ œ œ bb b b œ œ œ
b: ___ ___ ___
A b: ___ ___ ___
Following are nonharmonic tones excerpted from music literature. 1. Circle the nonharmonic tone or tones. 2. Write the name of the type of nonharmonic tone in the blank provided.
1.
œ œ œ & œ œ ? œœ
œœ
2.
3.
œœ
œœ # œ
œœ
œ
œ œ
œ œ
# œœ b œ œœ
4.
5.
œœ .
œ œœ
b b œœ
b œœ œ
# œœ
#œ œ
bœ œ
œ bœ
________________
________________
________________
________________
________________
6.
7.
8.
9.
10.
& œœ
œœ # œ
œ ? œ
œ œ
________________
#œ œœ # œ œ œ œ œ #œ
________________
CHAPTER 5
3711_ben01877_Ch05pp95-118.indd 113
bœ œ œ ˙ œ
bœ œ œ œ b˙ ________________
œœ
# œœ œ œ
bœ œ œ bœ œœ
œ # œœ # œ œ
b œœ
________________
Cadences and Nonharmonic Tones
________________
113
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Assignment 5.3
The following is an example from music literature. 1. Write the Roman numeral analysis of each chord and indicate the position as follows: 6 if in first inversion, 64 if in second inversion, and no numbers if in root position. 2. All the nonharmonic tones in this composition are unaccented passing tones. Circle the passing tones and write the abbreviation PT nearby. 3. Indicate the type of cadence at each fermata. Alternative Directions: Macro Analysis 1. Write the macro letter symbol that represents each chord. 2. Include slurs wherever appropriate to identify circle progressions. 3. Indicate the type of cadence at each fermata. Bourgeois: “Old Hundredth” from the Genevan Psalter. CD Track 31
# & c œœ
1
? # c œœ G: ___
œœ
œœ
œ œ
œœ
œœ
œœ
œœ
œœ
œœ
œœ
œ œ
œ
___
___
___
___
___
___
___
___
œœ
? # œœ
œ œ
œ œ œ œ œ
œ
___
U & œ œœ œ œœ œ œ ? # œ œ œœ œœ œœ #6
___ ___ ___
4
U œœ œ
œœ
œœ
œ œ
œ œ œ œ œ
___
___
3711_ben01877_Ch05pp95-118.indd 114
PART B
œœ
___ ___
_______________ Cadence 5
œœ
œœ
œ œ
œœ
___ ___
œœ
œœ œ œ œ œ œ ___
_______________ Cadence 7
œ œ
œ
œœ
œ
œ œ
œ œ
8
œ œ œ œœ œ œ œ œ œ
___ ___ ___ ___
_______________ Cadence
114
œ œ
œœ
œœ
___
U œ œ
œœ
#3 œ & œ
___ ___ ___
2
___
œœ
___
U œ
œ œ œ œ œ ___
___
_______________ Cadence
The Structural Elements of Music
4/11/08 7:32:35 AM
Assignment 5.4
The following are examples from Bach chorales. 1. Write the Roman numeral analysis of each chord and indicate the position as follows: 6 if in first inversion, 64 if in second inversion, and no numbers if in root position. 2. Circle all nonharmonic tones and write the abbreviations representing the name nearby. For convenience use the following abbreviations: Unaccented passing tone = PT 4–3 suspension = 4–3 SUS Unaccented neighboring tone = NT 3. The first chord of each example is analyzed correctly for you. 4. Indicate the type of cadence at each fermata.
1. “Allein Gott in der Höh’ sei Ehr’” (“Only to God on High Be Glory!”), BWV 104, mm. 1–2. CD Track 32 PT ### c œœ œ œœ &
œ œ ? ### c œ
PT
A: ____ I
œœ
œ œœ œ œ ____
____
œ œ
œ œ œ
____
œ œ œ œ œ
œ œ
œœ
œœ œ œ œ ____
œœ
U œœ
____
____ ____ _______________ Cadence
2. “Mach’s mit mir, Gott, nach deiner Güt’” (“Do with Me as Thy Goodness Prompts Thee”), BWV 377, mm. 1–2. CD Track 33
&
##
c
PT
œœ œ PT
? # # c œœ œ D: ____ I
œœ
œœ
œœ
œœ œ œ œ œ œœ ____
____
œœ œ
œ œ œœ œ
œœ
œœ
____ ____
____
U œœ
œœ œ œ ____
____
_______________ Cadence
CHAPTER 5
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3. “Christus, der ist mein Leben” (“Christ Is My Life”), BWV 282, mm. 1–4. CD Track 34
# & 43 œœ
˙˙
œœ
˙˙
? # 43 œœ
˙˙
œ œ
˙œ
____
____
____
G: ____ I
œ
œœ
˙. œ.
œœœ
U ˙ ˙
œ œ
œ. œ œ œœ œ œ œ
˙ ˙
____
____ ____
____ ____ _______________ Cadence
4. “Ermuntre dich, mein schwacher Geist” (“Rouse Thyself, My Weak Spirit”), BWV 43, mm. 20–22. CD Track 35
# & 43 œœ
œ. œ.
œ ? # 43 œ
œ. œ.
G: ____ I6
____
j œ œ J j œœ J
œ œ
œ œ
˙˙
œœ
œ
œ˙
____ ____
U ˙˙ .. œ
____ ____
˙. ˙. ____
_______________ Cadence
5. “Nun danket alle Gott” (“Now Let Us All Thank God”), BWV 386, mm. 1–2. CD Track 36
### c œ œ &
œ œ
? ### c œ œ
œ œœ œ œ œ œ œ œ œ œ
A: ____ I
____
œ œ
____
œ œ
____
œ œ
____
U ˙ ˙ ˙˙ ____
_______________ Cadence
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The Structural Elements of Music
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Assignment 5.5
Following are four excerpts from music literature. 1. Analyze each chord with Roman numerals, also indicating its position. Some chords are provided to help you understand the procedure. 2. Circle and indicate the type of each nonharmonic tone next to the circle. For convenience use the following abbreviations: PT = Unaccented passing tone > PT = Accented passing tone NT = Unaccented neighboring tone > NT = Accented neighboring tone ET = Escape tone SUS = Suspension and type (9–8, 7–6, 4–3, 2–3) 3. Indicate the type of cadence used at each phrase ending. 4. In numbers 1 and 2, the chords change every quarter note. In numbers 3 and 4, the chords are bracketed—one chord per bracket.
1. Bach: “Als Jesus Christus in der Nacht” (“When Jesus Christ in the Night”), BWV 265, mm. 1–2. CD Track 37
& b c œœ
œœ
œœ œ œœ œ œœ
œœ
U œœ œ œœ
œ ?b c œ
œ œ
œœ
œœ
œ.
œœ
œœ
œ œœ
ii 65 *
F: vi
_______________ Cadence *
Not explained in the text yet. Ignore for the moment.
2. Bach: “Ach bleib bei uns, Herr Jesu Christ” (“Ah, Stay With Us, Lord Jesus Christ”), BWV 253, mm. 8–10. CD Track 38
### c œ & œ
œœ
œœ .
j œ œ œ œ œ
œ œ ? # # # c œœ œ œ œ œœ œ œœ œœ œœ
U œ œ œ œ œ œ. œ ˙˙ .. J œ œ œœ œœ ˙. œ ˙.
A: vi _______________ Cadence
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3. Caldara: “Alma del core” from La constanza in amor vince l’inganno, mm. 23–26. CD Track 39
### 3 œ œ œ & 4
œ œ œ œ œ
Al - ma del
co -
### 3 ˙ & 4 ˙˙
œœ œ
˙˙ .. ˙.
? ### 3 4˙
œ
˙.
A:
-
- re,
œ œ œ œ œ J J œ œ ˙ spir - to
dell’
al - ma,
˙œœ œœ
œœ œ
˙˙ ... ˙
œ œ
œ
˙.
I _______________ Cadence
The following hints will help you complete the analysis of the excerpt by Corelli. 1. The analysis for three of the chords is provided. The chord at number 1 is given to help you get started. The analysis at numbers 9 and 12 is also given. 2. The chords at numbers 6 and 7 are incomplete. Each requires another note to complete the triad. These are called implied harmonies, meaning that the missing note is suggested but not stated. Hint for chord 6: the missing triad note is suggested in chord 5. Which note of chord 5 would fill out the triad in chord 6? Hint for chord 7: the missing triad tone is suggested in chord 8. Which note of chord 8 would fill out the triad in chord 7? 3. The answer to the analysis of the C in chord 7 is found on pages 107–108. 4. Corelli: Sonata for Two Violins and Violone/Archlute in F Major, op. 3, no. 1, II: Allegro, mm. 34–37. CD Track 40
œ œ œ œ œ œ œ œœ œ œ œ &b c œ œ œ c b &
œ
œ
œ œ œ œœ œ ˙
?b c œ
œ
œ
1
2
3
4
œ œ œ ‰ J J
œ œ J
œ ˙
œ œ ˙
œ œ œ œ œœ ˙ J
œ. 5
œ œ œ
6
7
8
9
V7
F: vi
œ ˙
10
w
11
w
w 12
I _______________ Cadence
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The Structural Elements of Music
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CHAPTER
6 Melodic Organization
Phrase Phrase Member Period Antecedent–Consequent Parallel Period Contrasting Period Three-Phrase Period Double Period
Motive Melodic Motive Rhythmic Motive Sequence Real Sequence Tonal Sequence Modified Sequence False Sequence
TOPICS
IMPORTANT CONCEPTS
Repeated Phrases Dissimilar Phrases Extended Phrase Change of Mode Climax Tone Ascent Descent
This chapter discusses the organization of melodic thought and the ways in which musical units are combined into larger and larger sections. In much the same way as written language is made meaningful through the grouping of sentences and paragraphs, melody is grouped into convenient and meaningful units or sections. A motive (or motif ) is a short, recurring figure that appears throughout a composition or section of music. It is considered to be the germinating cell or organic unit that unifies a larger expanse of music. Distinctive melodic and/or rhythmic patterns form the underlying structure of a motive.
The Motive
Melodic Motive
A melodic motive is a repeated pitch pattern. It usually recurs accompanied by the same or a similar rhythmic pattern.
Figure 6.1 Rimsky-Korsakoff: Scheherazade, op. 35, II, mm. 26–30.
## 3 ‰ & 8
j œ
œ œ œ Motive
j œ
œ œ œ Motive Repeated
œœ
œ œ œ Motive Repeated
> œ œ œ œ
œ œ œ œ œ.
Motive Repeated
119
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Rameau: “Guerriers, suivez l’Amour” from Dardanus, act I, scene III, mm. 1–5.
m œ bœ œ œ
œ œ œ nmœ
œ œ œ mœ
b œ & b 22
Motive
Motive Repeated
œ œ œ #œ œ œ
Motive Repeated
w
Motive Repeated
Lalo: Concerto Russe, op. 29, I, mm. 74–79.
b & b 22 # ˙
œ nœ Motive
Rhythmic Motive
œ nœ
#˙
#˙
˙.
˙
œ œ
˙
œ
Motive Repeated
œ œ
˙
Motive Repeated
Motive Repeated
A recurring rhythmic pattern in a piece of music is called a rhythmic motive. Although melodic motives typically contain rhythmic motives, in many cases rhythmic motives function independently of melodic patterns, as the examples in Figure 6.2 illustrate.
Figure 6.2 British Folk Song.
## & # 43 œ ã
43
˙
œ
˙
œ
42 œ
œ
43 ˙
œ
˙
œ
2 4 œ
œ
˙
œ
˙
œ
42 œ
œ
43 ˙
œ
˙
œ
2 4 œ
œ
Rhythmic Motive
Rhythmic Motive Repeated
J. Revaux and C. François: “My Way,” mm. 55–58.
&c œ œ œ ˙
‰ œ œ œ ˙
‰ œ œ œ w
U ˙.
Œ
ã c œ œ œ ˙
‰ œ œ œ ˙
‰ œ œ œ w
U˙ .
Œ
Rhythmic Motive
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Rhythmic Motive Repeated
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Copland: Appalachian Spring, mm. 80–82.
œ œ œ œ ### c œ œ œ &
œ œ œ œ œ œ œ>
c œ œ œ œ œ œ œ
œ œ œ œ œ œ œ
ã
Rhythmic Motive
œ œ œ œ œ œ œ œ œ œ œ œ œ œ
Rhythmic Motive Repeated
Rhythmic Motive Repeated
Rhythmic motives not associated with melodic motives also commonly appear as the motives in accompaniment figures. Accompaniments typically include a limited number of rhythmic motives that are repeated with only slight variation. This lack of rhythmic variety helps subordinate the accompaniment to the melody.
Figure 6.3 Mendelssohn: Songs Without Words op. 62, no. 1, mm. 1–2.
# c œ> & p
S j ‰ œ œœ œ œ œ
Andante espressivo
?# c
œ °
œ œ œ ‰ œ œ œ œ œ œ œ œ . œ # œœ # œ œ œ œ œ œ œ œœ *
Rhythmic Motive
œ
œœ
œœ
œ
Rhythmic Motive Repeated
Rhythmic Motive Repeated
cresc.
œœ
œ
n œœ œ œ œ
œ œ˙ œ Rhythmic Motive Repeated
Rhythmic Motive Repeated
Chopin: Mazurka in G Minor, op. 67, no. 2, mm. 1–4. Cantabile
b & b 43 œ p ? b 3 Œ b 4
œ œ œ
œ
œ # œœ
œœœ
j œ
œ °
œ. œ * °
Rhythmic Motive
Sequence
œ
œœ œ
œ œœ
œœ œ
œœ œ *
Rhythmic Motive Repeated
œ °
œ œ * °
Rhythmic Motive Repeated
Œ
œ œ
œœ œ
œœ œ *
Rhythmic Motive Repeated
A sequence is the immediate restatement of a melodic motive or longer figure in the same instrumental or vocal part at a higher or lower pitch. Each separate unit of the sequence forms a segment. The sequence is one of the most common basic methods of melodic
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œ
j œ œ œ œ œ œ
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elaboration found in the eighteenth and nineteenth centuries. The following list describes some characteristics of sequences: 1. A sequence requires at least two segments. 2. Most sequences contain no more than three or four segments. 3. Sequences usually have only one direction—the segments succeed each other at continuingly higher pitches or continuingly lower pitches. 4. Sequence segments usually continue by the same interval distance. As an example, if the first segment begins on C and the next starts with E, then the remainder of the segments will continue in thirds. Real Sequence
A real sequence contains continuing segments that are exact transpositions of the first segment. Every tone is transposed at exactly the same intervallic distance.
Figure 6.4 Beethoven: Symphony no. 9 in D Minor, op. 125, IV: Prestissimo, mm. 1–4.
# œ & # 22
Segment 1
œ
œ
œ
œ
Segment 2
œ #œ
œ
œ
œ
œ #œ
œ #œ
œ nœ
Real Sequence Tonal Sequence
A tonal sequence accommodates the diatonic scale, so that only diatonic notes of the scale are used. This means that the transposition of the segments may not be exact. In Figure 6.5, note that in some segments, the half-step and whole-step patterns of the first segment are not reproduced exactly.
Figure 6.5 Sibelius: Symphony no. 5 in E-flat Major, op. 82, I, mm. 114–119. Segment 1
#### 3 ˙ & 4
œ
œ œ œ
˙
Segment 2
œ
œ œ œ
œ Œ
œ
œ Œ
œ
Tonal Sequence Tchaikovsky: Symphony no. 5 in E Minor, op. 64, I, mm. 1–6. Segment 1
Segment 2
? # 44 œ . œ œ œ . œ. œ. œ ˙ .
œ . œ œ œ . œ. œ. œ ˙
œ-
œ- œ- œ- œ-
˙.
Tonal Sequence Modified Sequence
In a modified sequence some of the segments may be decorated or embellished in a way that does not destroy their original character.
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Figure 6.6 C. P. E. Bach: Sonata for Violin and Piano. Segment 2
Segment 1
# & # 43 œ .
3
3
œ œ J
#œ #œ œ œ œ œ œ
Modified Sequence False Sequence
A false sequence repeats part of a figure and states the remainder in sequence—a mixture of sequence and repetition.
Figure 6.7 Beethoven: Trio in B-flat Major for Piano, Clarinet or Violin, and Cello, op. 11, II: Adagio, mm. 1–4. Rep.
Sequence
œ œ b & b b 43 œ .
Rep.
œ. œ œ
Œ
œ.
Œ
œ œ
Sequence
œ. œ œ
Œ
False Sequence Schubert: Symphony no. 5 in B-flat Major, D. 485, I, mm. 5–8. Sequence
Repetition
b 2 œ . œ œ. œ. b & 2 J
Sequence
˙
Ó
Repetition
œ. œ. œ œ. J
˙
Ó
False Sequence
A phrase is a substantial musical thought usually ending with a harmonic, melodic, and rhythmic cadence. The presence of a cadence distinguishes a phrase from a motive. Phrases are frequently four measures long, but may be longer or shorter. A phrase presents a complete (though sometimes dependent) musical thought.
Phrase
Figure 6.8 Haydn: Symphony no. 102 in B-flat Major, IV: Finale, mm. 1–4. Phrase
b & b 42 œ œ œ. Bb:
œ.
œ.
œ.
œ
œ.
œ.
œ.
œ.
Half Cadence
œ
œ
œ.
V
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œ
œ œ œ.
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Phrase Member
Phrases frequently contain slight melodic interruptions and thus divide into two phrase members. Phrase members are sufficiently separated, usually by a longer note value or rest, to distinguish them as individual units. Sometimes the second phrase member is either a repetition or a sequence of the first; however, it is just as often contrasting.
Figure 6.9 Angerer: Berchtoldsgaden Musick, “Kindersinfonie” (“Children’s Symphony”), I, mm. 22–25. Phrase
&c œ
‰ œJ œ
‰ œj œ œ œ œ œ
œ
Œ
‰ œJ œ
‰ œj œ œ œ œ œ
Phrase Member Repeated
Phrase Member
Haydn: Trio no. 1 in G Major for Piano, Violin, and Cello, Hob. XV:25, III, mm. 1–4. Phrase
# œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ & 42 œ œ œ œ œj œ œ œ œj œ Phrase Member in Sequence
Phrase Member Mozart: Sonata in D Major, K. 284, I, mm. 1–4.
# & # c œ
Phrase
Œ
r œ
œ œ œ œr œ œ œ œ. Phrase Member
œ.
œ.
‰ œj œ œ œ œ œ œ œ œ œ
Œ
Contrasting Phrase Member
Under certain conditions, phrase members may be nearly indistinguishable from phrases themselves, with only the tempo serving as the deciding factor. We might interpret Figure 6.10 as two phrases at a slow tempo because of the clear rhythmic cadence, but because there is no harmonic cadence in measure 2, we hear the passage as a four-measure phrase.
Figure 6.10 Mozart: Sonata in C Major, K. 309, II, mm. 1–4.
Ÿ . œ œ œ . . . . . œ œ œ œ œ œ œ œ. œ œ j ‰ j œ œ œ œ œ œœ œ œj ‰ œ . œ . œ œ œ ‰ Í p f j j œ œœ œœ . œ œœ œ Œ ‰ Jœ œ œ Jœ ‰ J ‰ Œ J ‰ Œ
Andante un poco adagio
& b 43 œ . œ œ . œ œ . Í p œœ . ? b 43 Œ
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Two adjacent phrases may combine to form a period if:
Period
1. The second phrase ends with a strong cadence—usually perfect authentic. Closure (finality) must be achieved at the end of the second phrase. 2. The first phrase ends with a weaker cadence than the second. A half cadence is common at the end of the first phrase. 3. The two phrases bear some musical relationship to each other. Often, they will create a “question–answer” effect called antecedent–consequent. The first phrase acts as the antecedent (question) and the second phrase as the consequent (answer).
Parallel Period
Two adjacent phrases form a parallel period if they both begin in the same manner. The two phrases may be nearly identical except for the cadences, or they may only be similar for a measure or two.
Figure 6.11 Foster: “Camptown Races,” mm. 1–8. Phrase 1
# j & # 42 œ De
# & # 42 ‰
1
j j j œ œ œj œ
2
Camp- town la - dies
‰
? # # 42 ‰
œœ œ
œœ œ
j œ œ œj ‰ J
sing dis song
‰ œj Œ œœ j œ ‰ œ œ œ
œœ œ
˙ ˙
3
Half Cadence
j œ œ.
j œ œ
j œ
doo - dah!
De
4
Doo - dah!
œ œ œ œ œ œ œ œœœ ‰ J œ œ œ œ œ ˙œ œ œ œ œ œ Jœ ‰ V7
D:
Phrase 2 (Parallel to Phrase 1)
&
##
5
j œ
j œ
Camp - town
# & # ‰
œœ œ
j œ
j œ
race - track
œœ œ
œœ œ
? ## ˙ ˙
6
œ J
j œ œj ‰
five miles long
‰
j œœ Œ œ
j œ ‰ œ
œ œ
Perfect Authentic Cadence
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Melodic Organization
œ
doo - dah
Oh!
œ œ œ œ œ
œ
œœ
œœ
˙œ V7
CHAPTER 6
œ
œ
8
œœ
œ
‰
day!
œ. œœ œœ œœ I
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Folk Song: “Cockles and Mussels.” Phrase 1 1
2
3
4
Half Cadence
& b 68 œj œ . œ œ œ œ . œ œ . œ œ œ œ . œ œ . œ œ œ œ œ œ . œ œ œ F:
j œ
V Phrase 2
5
6
7
8
Perf. Auth. Cad.
& b œ. œ œ œ œ. œ œ. œ œ œ œ œ œ œ œ. œ œ œ. œ œ. œ œ œ V Similar to measures 1 and 2
I
Different from measures 3 and 4
In Figure 6.12, only the three final notes of the second phrase are different from the first. The three differing pitches of the second phrase are necessary to accommodate the stronger perfect authentic cadence.
Figure 6.12 Schubert: Impromptu op. 90, no. 1, D. 899, mm. 2–9. Phrase 1
b œ. œ. œ. œ . œ œ . & b b c nœ. œ
Half Cad.
œ œ œ. œ nœ nœ. œ œ œ. œ ˙. J
c:
n œ. . œ.
V Phrase 2
&
. bbb œ
œ.
œ.
œ. . œ. œ ..
œœ R
œ. œ nœ
nœ. œ œ
Similar to Phrase 1
Perf. Auth. Cad.
œ. œ ˙. V7 I
Contrasting Period
A contrasting period results when the two phrases are not similar in melodic content. The second (consequent) phrase may be different because of a change in the melodic contour or the inclusion of a dissimilar rhythmic figure, or it may simply differ in the lack of reference to material contained in the first phrase.
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Figure 6.13 Folk Song: “The Ash Grove,” mm. 1–8. Phrase 1
& b 43 œ ? b 43 œ
1
œ œ
œ œ
˙
2
œ œ œ œ œ
œ œ
œ œ
˙
œ
3
œ
Half Cad. 4
œ œ
œ œ œ œ œ œ œ œ œ œ
œ
œ
˙
œ
F:
œ
œœ œ
V Phrase 2 (Contrasting to Phrase 1 in both pitch and rhythm) 5
&b œ œ
6
œ œ œ œ œ œ œ œ
?b ˙
œ
Perfect Authentic Cad.
7
œœ œ
œ
œœ
œœ
œ
œ
˙
œ œ
8
œ œ œ
˙
V Three-Phase Period
˙ ˙
.. ..
I
Although most periods are composed of just two phrases, those of three and more do occur. The three-phrase period may be organized as A A B (antecedent, antecedent, consequent) or A B B (antecedent, consequent, consequent). Whatever the relationship, the third phrase must end with a stronger cadence than either of the first two.
Figure 6.14 Haydn: Sonata in E-flat Major, Hob. XVI:49, I, mm. 1–12. Phrase 1 (a) Half Cadence
j j ‰ Œ œ œ œ œ œj ‰ ‰ œ œ œ œ œ œ œ œ œ . œ œ ‰ œ œ ' œ œ ' œ œ œ œ œ' Z œœ .. œœ œœ œœ œ œ œ œ Œ Œ ? b 3 Œ j j œ œ ‰ bb 4 œœ J ‰ Œ œœ ‰ J ‰ Œ 4 6 b & b b 43
Allegro
1
2
E b:
IV
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3
Melodic Organization
4
V3
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Phrase 2 (a ) Imperfect Authentic Cadence
b & b b œj ‰ Œ œœœ œ ' ? b b j ‰ œj ‰ Œ œ b œœ 5
6
7
j œ ‰ ‰ œ œ œ œ œ œ œ œ ' Zœ . œœ œœ œœ œ. j j ‰ œœ ‰ Œ œœ V6
8
j œœœœ œ ‰ œ œ œœœœ. ' œœ Œ Œ I6
Phrase 3 (b)
œ bb b œ œ œ œ œ œ œ œ œ œ n œ 10n œ & 9
? b ˙˙ .. b b ˙.
œœ . .
Perfect Authentic Cadence
12 œÆ œ œ œ œ œ œ œ œ œ œ œ œj ‰ Œ œ 11
‰ Œ
Œ
Œ
œ œ V7
Double Period (Four-Phrase Period)
‰
‰ œ œ œ j œ ' I
Sometimes known as the four-phrase period, the double period allows for a variety of phrase relationships. However, the same principle that governs two-phrase periods applies here as well: the fourth phrase must bring the period to closure and should be at least as strong as any of the other three.
Figure 6.15 Mozart: Sonata in C Major, K. 309, II, mm. 1–16. Phrase 1 (a) Andante un poco adagio 1
& b 43 œ . œ œ . œ œ . Í p œœ . ? b 43 Œ
œ. œ œj ‰ œ . œ œ . œ Í p j œœ œœ . œ ‰ Œ J 2
Ÿ j œœ œœ ‰ œ. œ. n œ. œ.
Imperfect Authentic Cad.
4 œ œ. œ œ œj ‰ œ . œ . œ œ . œ œ . œ œ . œ œ œ œ œj f œ Œ ‰ Jœœ œ J ‰ Œ 3
p œ Jœ ‰ Œ V7 I
F: Phrase 2 (b) 5
& b œ. Í ? b œœ
œ œ œ œ 7œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ. œ œ nœ ≈ bœ J œ œ œj ≈ R J R fj cresc. j b œ œ œ œœ œœ œ œ œœ œœ .. œ œ ‰ J J 6
rr ≈ œœ œ œœ œr œœ R p œ œ œ
Half Cadence 8
œœ . œ œ œœ Œ f œ. œ œ œ
V
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Phrase 3 (a ) Imperfect Authentic Cad.
&b ?
9
b
œ. œ œ. œ œ. œ. . . j œ œ œ œ œ . 12œ Ÿ j . . . œ. œ œ . . j œ œ œ œ . . œ ‰ œ ‰ œ. œ œ œ œ œ œ œ ‰ œ œ nœ œ Í Í p p p j œ œj f . œ ‰ œ œ. œ œ œ j‰ Œ ? œ. œ œ. œ œ #œ œ j ‰ œ Jœ Œ ‰ Œ J & n œ œ œ 10
11
V7
I
Phrase 4 (b )
&b ?
b
œœœœœ j ≈ œ. œ œ œ R Í œ œœ ‰ Œ œ J
13
Perfect Authentic Cad.
œ n œ b œ ‰ ≈ œr œ . œ œ œ œ œ œœ . œ œ œ œ œ . œ. Í p cresc. œœ œ œ ‰ ≈ r œ œ œ. œ œ.
14
15
16
j r œ ‰ œb œœ œ œ œœ œ f j œ ‰ œ. œ V7
Repeated Phrases
j œ œ
I
Repeated phrases, whether identical or modified, are not typically regarded as period structures because the second phrase is not dependent on the first. Thus the antecedent– consequent concept does not apply. Figure 6.16 illustrates a modified repeated second phrase and a perfect authentic cadence as the completion of both phrases.
Figure 6.16 Herbert: “Gypsy Love Song” from The Fortune Teller, mm. 20–27. Phrase 1
b &b c œ
œ
œ.
j j œ œ œ œ œ œ œ.
œ
œ œ œ
Bb:
Perfect Authentic Cadence
œ œ ˙.
V
œ ‰ J
I
Phrase 2 (Modified Repeated)
b &b œ
œ
œ.
Nonperiod Construction
Modification of the Phrase
j j œ œ œ œ œ œ œ.
œ
œ
œ
œ
˙.
V
I
œ ‰ J
Sometimes a series of phrases, some of which may be unrelated or lacking closure, do not arrange themselves conveniently into periods. Terms for such groupings range from “phrase groups” or “phrase chains” to “dissimilar phrases” or “dissolved periods.” For purposes of analysis here, these nonperiod combinations can be called dissimilar phrases. Composers often seek to modify a phrase in one way or another, sometimes to lengthen it and sometimes to provide other forms of variety.
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Phrase Extension
An extended phrase is one whose length has been increased through the elongation of some part of it. Figures 6.17 through 6.20 illustrate both sequence and repetition as devices to extend a phrase. Phrases may be extended by a few beats or up to twice their normal length. The extensions may be near the beginning, in the middle, or near the cadence. Beginning Extension Phrases may be extended near the beginning by repeating or sequencing a few opening tones. Note that the following phrase would be complete without the bracketed section.
Figure 6.17 Haydn: Symphony no. 104 in D Major, III, mm. 53–58. Extension near the Beginning
b œ & b 43
1
˙
œ
2
3 5 6 œ œ œ œ 4œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ J œ
˙
Internal Extension A small melodic group may be repeated in the middle of the phrase to extend its length. The following phrase would be shorter, but nonetheless complete, without the extension.
Figure 6.18 Haydn: Symphony no. 101 in D Major (“Clock”), I, mm. 24–28. Internal Phrase Extension 2 ## 6 1 & 8 j œ œ œ œ œ' œ' œ' œ' ' ' '
j œ. œ
3
œ
j œ. œ
4
œ 5 œ œ œÆ œ œ œ .
œ J
Cadential Extension Elaborating or repeating a cadence, a cadence figure, or individual cadence chords is an effective way in which to extend a phrase. The following phrase would be complete without the cadential extension.
Figure 6.19 Mendelssohn: Songs Without Words op. 85, no. 6, mm. 64–69.
b & b 42 Jœ
1
œ. œ œ œ
2
œ. œ œ œ
3
œ œ œ œ
Cadential Extension 4
5
œ.
j œ œ.
6
j œ œ
Although extending a phrase adds to the overall length, some phrases are longer than others simply by design and not by extension:
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Figure 6.20 Haydn: Symphony no. 95 in C Minor, III, mm. 13–18.
œ b & b b 43
œ œ œ œ œ œ œ œ œ
1 j
Change of Mode
2
j
3œ
5 6 œ œ œ œ œ 4œ œ œ œœœ œœ œœœœ ˙
Phrases are sometimes modified by a change of mode from major to parallel minor or vice versa.
Figure 6.21 Smetana: “The Moldau” from My Country, mm. 40–43 and 333–336. Measures 40–43 (E minor)
# . œ & 68 Jœ
œ œ J
œ œ J
œ œ- . J
œ>.
>œ .
>œ .
œ
œ œ J
œ œ- . J
>œ .
>œ .
>œ .
œ
e: Measures 333–336 (E major)
# # # # œ. œ & J
œ œ J
E:
Melodic Structure
General Characteristics
Up to this point, the discussion has centered on the organization of melody into units such as motives, phrases, and periods. The following section focuses on the nature of melody itself. We do not yet clearly understand many aspects of melody. For example, why is the first movement of Beethoven’s “Moonlight Sonata” (op. 27, no. 2) so well known when the sonatas preceding and following it are relatively unfamiliar to large audiences? Despite our inability to fully explain the nature of melody, we can gain much information by investigating a number of melodies to see what they have in common. If you examine a large number of tonal melodies, a number of similarities emerge. 1. Most tonal melodies contain a climax tone. A climax tone is the highest stressed pitch of a phrase or other unit. Usually the climax tone is reached only once, but it can appear with reiterations of the pitch and with embellishments. In Figure 6.22, the climax tone is D-flat and occurs only once.
Figure 6.22 Mahler: “Urlicht” from Des Knaben Wunderhorn, mm. 3–7.
bb 4 & b b b 4 œ- œ- ˙-
- œ- œ ˙
˙-
˙-
w
w
Db: 2. Most phrases contain an ascent to and descent from the climax tone. Although fluctuations in the prevailing direction are a common occurrence, you should consider the overall direction when assessing the ascent and descent.
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Figure 6.23 Beethoven: Symphony no. 3 in E-flat Major (“Eroica”), op. 55, IV: Finale, mm. 76–83. Climax Ascent
bb 2 œ œ . b & 4 J
œ œ. J
œ . J œ
. . œ œ œ J
œ J œ.
œ.
Descent
œ œ œ œÆ œ œ œÆ œ œ J J ‰
Eb: 3. Many melodic phrases contain significantly placed pitches of the tonic triad (scale degrees 1ˆ, 3ˆ, and 5ˆ) that are important in shaping the entire phrase. Tonic triad pitches are circled in Figure 6.24.
Figure 6.24 Corelli: Concerto Grosso in G Minor, op. 6, no. 8, II: Allegro, mm. 1–7.
b c ˙ b &
˙
œ ˙ #œ
œ ˙
œ ˙
˙
˙
œ
œ
œ ˙ #œ
œ
g: 4. Scale pitches 3ˆ–2ˆ–1ˆ often conclude those phrases that end with the tonic pitch. The chorale melody in Figure 6.25 is a simple example of scale degrees 3ˆ–2ˆ–1ˆ completing a phrase.
Figure 6.25 “Christ lag in Todesbanden” (“Christ Lay in the Bonds of Death”), mm. 1–2. 3ˆ
&c œ
#œ
œ œ œ
œ
2ˆ
1ˆ
U œ œ
œ
a: Figure 6.26 does not end with scale degrees 3ˆ–2ˆ–1ˆ because the phrase concludes with a half cadence—the final pitch, F, is a part of the V chord but not a part of the I chord that would be necessary for a perfect authentic cadence.
Figure 6.26 Beethoven: Symphony no. 3 in E-flat Major (“Eroica”), op. 55, IV: Finale, mm. 76–83.
b 2 œ œ. b & b 4 J
œ œ. J
œ œ. J
œ œ. J
. . œ œ œ J
œ.
3ˆ 2ˆ œ œ œ œÆ œ œ œÆ œ œ J J ‰
Eb: In Figure 6.27 the 3ˆ–2ˆ–1ˆ progression is distributed over two phrases, a fairly common event. The first phrase ends before it reaches the tonic, then the second phrase repeats the 3ˆ–2ˆ–1ˆ progression before concluding on the tonic. 132
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Figure 6.27 Bach: “Aus meines Herzens Grunde” (“From the Depths of My Heart”), BWV 269, mm. 1–7.
# 3 & 4 œ
3ˆ
˙
j œ. œ œ
œ
G:
j œ œ . œ
2ˆ
U ˙
1ˆ
œ
˙
œ
Phrase 1
œ ˙
U ˙
..
Phrase 2
The idea of the four-bar phrase, so common in the mid- to late-seventeenth century, developed gradually during the late Renaissance period. Although examples of fairly strict phrasing can be found, Figure 6.28 is representative of the period. The phrase endings occur in measures 2, 6, and 8—far from the balanced and regular phrase structure of later periods.
History
Figure 6.28 Morley: “Nancie” from The Fitzwilliam Virginal Book, mm. 1–8. 1 @ C & œ œ œ
?C
˙˙ . ˙˙ ..
2 œ ˙ ˙ œ ˙ œ . œ œ˙ œ œ œ œ@ œ w@ ˙ @ j J œ œ œœ œ˙ . œ ˙˙@ ˙˙ ˙˙ ww ˙ ˙ w ˙
œ˙ . œj œ œ & œ. œ @ J ? ˙œ˙ . œ œ # œœ@ ˙ 5
6
˙˙˙ ... wœ˙ . .
4 œ œ@ œ œ@ œ œœ œœ œœ œ œ œ w œ #œ œ J J w w w ˙. œ
3
œ@ œ œ œ 7 œ œ . œ ˙ œ œ œ! J j œ œ œ œœ œ ˙˙ . œ œ œœ@ ˙˙˙ .. œ ˙. . œ
8
œ@. œj œ
œ w@ ˙w œ œ œœ w œ ˙ ww
The development of phrase and period construction advanced rapidly during the years 1600 to 1675, and by the latter half of the baroque period, phrase structure was quite regular. Figure 6.29 illustrates contrasting period construction.
Figure 6.29 Purcell: “Chaconne” from King Arthur, Z. 628, mm. 81–88. Phrase 1
Phrase 2
Perfect Authentic Cad. . œ œ œ œ œ œ œ . œ j œ œ b nœ. nœ œ. œ œ œ bœ œ œ œ. œ œ j J J J œ. œ. œ œ. & b b b 43 Half Cad.
f:
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i 133
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The classical period, represented by the works of Haydn, Mozart, and Beethoven, is perhaps the culmination of formal phrase construction. Many of the examples in this chapter were drawn from music of this period. Although the highly formal style of the classical period began to fade from 1800 to about 1830, the romantic period maintained the basic elements of phrase and period construction. As functional harmony and strict key-oriented tonality gradually diminished in importance with the onset of post-romanticism and impressionism, so did the earlier ideas concerning phrase relationships. Nevertheless, we can still detect phrase and period construction in the works of composers of this period. In the wide range of new musical styles of the twentieth and twenty-first centuries, the musical phrase, although stylistically much changed from its progenitors of the baroque period, is still a dominant influence in music. Phrase construction in American popular music is influenced by the phrase lengths and organizational traditions established centuries ago. Note the strict four-bar phrases in Figure 6.30, a song from the 1950s that has remained popular for decades.
Figure 6.30 John R. Cash: “I Walk the Line,” Verse 1. Phrase 1 (a)
&b C Œ œ œ œ I
keep a
˙
˙
œ œ œ œ
w
close
watch
on this heart of
mine.
Phrase 2 (a)
&b œ œ œ œ I
keep my
˙
˙
eyes
wide
œ œ œ œ
w
o - pen all
time.
the
Phrase 3 (b)
&b œ œ œ œ I
keep the
œ œ œ œ
˙
˙
ends
out
for the
w
tie that
binds.
Phrase 4 (c)
&b œ œ œ œ
w
œ
Be - cause you’re mine
œ œ œ
w
I walk the
line.
œ
Jazz, up to about 1945, had regular phrase structures, but with the rise of Charlie Parker and other noted improvisers of that period, irregular and unbalanced phrases become more fashionable.
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Assignment 6.1
Each melodic excerpt consists of two phrases. 1. Determine if the two phrases form a period. 2. If a period is formed, indicate the type—either parallel or contrasting. 3. If the phrases do not form a period, indicate the reason.
1.
## 2 œ œ œ œ œ œ œ œ œ œ œ œ & 4
œ œ œ œ œ œ œ œ œ œ œ. œ œ
Is a period formed? _________ If so, name the type. If not, explain why. _______________________________ 2.
## 3 & 4 ˙
œœ œ œ œ ˙
œœ ˙
œ œ œ œ œ œ œ
œ œ œ œ ˙
œ
Is a period formed? _________ If so, name the type. If not, explain why. _______________________________ 3.
b œ . & b 43 ‰ œ œ œJ œ œ . œJ ‰ œ œ œj œ . œj œ œJ œ œ . œJ œ œ œ œ œ ˙ . œ Is a period formed? _________ If so, name the type. If not, explain why. _______________________________
4.
j j & b 68 j œ œ œ œJ œ œJ œ Jœ œ . œ œ œ œ . œ œj œ œ œ œJ œ œJ œ œJ œ œ œ œ œ œ œ . œ œ Is a period formed? _________ If so, name the type. If not, explain why. _______________________________
5.
#### 6 œ j œ . œ j œ . œ œ œ œ œ œ j œ. œ j œ. œ œ œ œ œ œ ˙. œ œ œ œ . . œ œ & 8 œ Is a period formed? _________ If so, name the type. If not, explain why. _______________________________
6.
b œ & b 42 œ . J œ œ œ
œ œ œ œ œ œ #œ œ
œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ œ
Is a period formed? _________ If so, name the type. If not, explain why. _______________________________ 7.
# # 3 œ œ œ œ œ œ œ œ œ. j œ œ œ œ ˙ & # 4
œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ ˙.
Is a period formed? _________ If so, name the type. If not, explain why. _______________________________
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8.
bb 2 œ œ œ œ œ œ œ œ . œ œ œ œ œ j œ b & 4 J œ œ œ œ œ œ œ œ œ. œ œ œ œ œ œ Is a period formed? _________ If so, name the type. If not, explain why. _______________________________
9.
œ œ œ œ œ œ œ #œ j œ œ œ œ Jœ œ œ œ œ œ œ # œ œ œ 3 b œ œ œ œ œ J . . & 4 œ œ. œ œ œœ˙ Is a period formed? _________ If so, name the type. If not, explain why. _______________________________
10.
& 43 œ œ œ œ
˙
œ
œœœ œ
j ˙ œ œ œ œ.
œ ˙
œœ œ œ œ
˙.
Is a period formed? _________ If so, name the type. If not, explain why. _______________________________
Assignment 6.2
Use the following phrases from music literature as a basis for period construction. On a separate sheet of score paper: 1. Write an additional phrase for each in parallel construction. 2. Write an additional phrase for each in contrasting construction. 3. Select two of the melodies and write two additional phrases to make a three-phrase period. 4. Discuss the analysis of each phrase.
1. Haydn: Sonata in G Major, Hob. XVI:40, I: Allegretto e innocente, mm. 1–4. CD Track 41
# j & 68 œ œ
r œ
T j œ œ œ œ œ œ œ œ
j œ
r œ
œ œ œ œ œ œ
œ œ œ œ
G: 2. Bizet: “La fleur que tu m’avais jetée” from Carmen, act II, mm. 1–4. CD Track 42
œ b & b b b b 44
œ œ œ nœ œ œ ˙
j œ ‰ œ
œ œ œ
œ œ bœ œ ˙
œ ‰ J
Db: 3. Sullivan: “When Britain Really Ruled the Waves” from Iolanthe, mm. 5–8. CD Track 43
### 3 & 4 œ
œ. œ œ œ
œ. œ œ œ
œ œ œ œ œ ˙
A:
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4. Couperin: La Bandoline from the Fifth Ordre, mm. 1–4. CD Track 44
Mœ œ œ ? 68 Jœ
œ
Mœ œ œ œ #œ
Mœ œ œ œ œ œ m œ œ #œ œ œ
œ
#mœ œ
a: 5. Brahms: Waltz in E Major, op. 39, no. 2, mm. 1–4. CD Track 45
#### 3 œ & 4
œ.
œ œ J
œ.
œ œ J
œ.
œ œ J
œ.
œ J œ
E: 6. Weber: Concertstück, op. 79, mm. 1–4. CD Track 46
bbb 3 œ n œ . b & 4
œ J bœ. œ œ
Œ
˙
œ. œ nœ
œ
f: 7. Schubert: Sonata in G Major, op. 78, D. 894, III: Menuetto, mm. 1–4. CD Track 47
# & # 43 œ
œ œ œ œ œ œ œ œ
œ œ œ œ œ
˙.
b: 8. Diabelli: Sonatina in F Major, op. 151, no. 3, II, mm. 1–4. CD Track 48
b & b 42 œ
œ œ
œ. œ œ
œ œ œ œ
œ. œ œ ‰ J
Bb: 9. Tchaikovsky: Italian Song, op. 39, no. 15, mm. 1–8. CD Track 49
# & # 38 ‰ œ œ
œ œ. œ œ œ œ
œ.
‰ œ œ
œ œ. œ œ œ œ
œ.
D: 10. Chopin: Mazurka in F Major, op. 68, no. 3, mm. 1–8. CD Track 50
œ œ. œ ˙ & b 43 œ . œ œ
œ. œ œ œ œ. œ ˙
œ. œ œ œ œ. œ œ œ œ. œ œ œ œ. œ ˙
F:
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Assignment 6.3
Analyze the following Mozart sonata excerpt by answering the questions below. For the purpose of these questions, be concerned only with the melody (highest sounding tones): 1. A period made up of parallel phrases occurs at 2. A sequence occurs at
(measure numbers).
(measure numbers).
3. Including the repeat marks, a repeated period occurs at 4. A phrase extension occurs at
(measure numbers).
(measure numbers).
5. The phrase (see no. 4 above) is extended in
(part of the phrase).
6. A phrase that is contrasting to all other phrases occurs at
(measure numbers).
Mozart: Sonata in A Major, K. 331, I, mm. 1–18. CD Track 51 Andante grazioso
### 6 1 œ . œ œ œ & 8 p j œ œ œœ ? # # # 68 œ . œ œ ### 7
œ Jœ œ & j œ œ œœ ? # # # œ Jœ
œ 2œ. œ œ œ J j j œœ œ œ œœ J œ. œ œ
j8 œœ œœ œ œ S p œ œ J S p
œœ œ œ J œ S p œ œ. J
j5 œœ œ . œ œ œ J j œœ œ œœ œœ .
œ 6œ. œ œ œ J j j œœ œ œ œ œœ J œ. œ
9 j œ œ œ 10 œ œ œ . œ œ œ œ œ. 11œ œ . œ œ . œœœ œœ ‰ .. .. œ . œ œ J œ œ œ S Sœ œ œ œ œ œ œ œ œ œ œ œ œœ œ ‰œ ‰ j œ ‰ .. .. œ
# # # 13œ . œ œ œ œ 14œ . œ œ œ J & j p j j œœ œ œœ œœ œœ œ œ œ œœ ? ### . J œ. œ
Assignment 6.4
1. 2. 3. 4.
138
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3 4 œ œ œj œ œ œ J J j j j œœ œ œ œ œ œ J œ œJ œ œJ œ
j 16 15 œ œ œ œ œœ œœ J J œ œ j j œœ œ œ œ S p J œ œJ œ œ œ J
j j 17 j œœœ œœœ œœ œœœ œœœ œœœ . J f œ œ œ jœ ‰ œ œ œ œ J
œ œ œ. S #œ œœ œ J
12
œ J j œœ J
œœ œœj J . œ œ.
œ œ œ 18 œ œ œ œ œ ‰ .. J œ œ œ œœ œ œ œ ‰ .. J J
An excerpt from Schubert’s Impromptu op. 142 follows. The following chart analyzes the structure of the first sixteen measures. On a separate piece of paper, chart the remainder of the composition. For the purpose of this chart, be concerned only with the melody (highest sounding tones).
The Structural Elements of Music
4/10/08 4:01:10 PM
Measures
Phrase Number
1–4 5–8 9–12 13–16
1 2 3 4
Phrase Relationship
Period Number
Phrase 1 (a) Contrasting to Phrase 1 (b) Phrase 1 modified (a′) Phrase 2 modified (b′)
Period Relationship Period 1
1
Period 1 modified
2
Schubert: Impromptu op. 142, no. 4, D. 935. mm. 1–36. CD Track 52 Allegro scherzando
bb b b 3 1œr œ. & 8 p ? b b b 38 œ. b b & b bb ? bb b b
8
œ œ œÆ œœ. œ œ.
2
r œ
œ. œ œ œÆ œœ. œœ. . œ œ œ
3
r œ
n œ. œ n œ œ œ . .œ n n œœœ œ.
4
œ. œ œ. œ J > . .œ .œ œ. n œœ œ. n œœ œ. 5
œ. œœ. œ
6
œ > œ.
œ œ œ œ œ œ œ nœ œ œ. œœ œœ. œ œ. œ œ J
. œ œÆ 10 œr œ. œ œ œÆ 11 œ n œ œ œ œ œ 12 œ. > 13 œ. . œ 9œ œ œ œ œ J œ œ œ œ œ. œœ. œœ. . n œœœ. . œœ. œ n .œ œœ œ. . . œœ œ œ œ œ œ œ. n œ œ. n œ œ. œ ‰
15 œ 16 œ bb b œ œ n œ œ Jœ & b . ? b b b œ œœ œœœ œœ b J J
22
bb &bb œ > ? bb b b œ > . 29 œ b & b bb f ? b b b œ. b
œ. œ. œ. œ.
18
19
20
œ. 14 œ> œ œ œ œœ. . œœ. . œ œ œ 21
œ. œ. œ œ. .. œ œ œ œ œ. œœ œœ n œœ œœ œœ n œœ .. œ > œ. > œ. > œ. p. f . f .. ‰ ‰ œ. œ. œ. œ. œ. œ. œ. œ. œ. œ œ. œ. œ. œ. œ > > >. > > > 23 24 œ œ25 œ. . œ. 26 . œ. . 27 b œœ. œœ n œœ œœ œœ 28n œœ .. œ œ œ. œœ œœ œ œœ œ œ j œ œ œ œ œ nœ œ f œ. œ. >. œ. >. œ. > œ. p n œ. j‰ ‰ œ œ. œ. œ œ. n œ. œ. œ œ. œ. œ. É > 32 33 34 œ 30 œ . œ. 31 n œœœ œœœ œœœ 35 œœ b œœ œœ œœ œœ n œœ36œÆ œ œœ b œœ b œœ œœ œœ œ b œœ œœ œœ n œœ œœ œœ J .. œ œ œ œ . . . cresc.. . . f p . > œ . . œ . œ . œ . œ . œ . œ . œ. . œ . œ œ œ œ œ œ œ œ œ œ œ J .
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7
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Assignment 6.5
1. Write a four-measure melody in A major and include a tonal sequence of two segments.
& 2. Write a four-measure melody in B minor, using the harmonic form of the minor scale, and include a tonal sequence of three segments.
? 3. Write a four-measure melody starting in D major and include a real sequence of two segments.
& 4. Write a four-measure melody starting in E minor, using the harmonic form of the minor scale, and include a real sequence of three segments.
? 5. Write a four-measure melody in E-flat major and include a modified tonal sequence of two segments.
& 6. Write a four-measure melody in D minor, using the harmonic form of the minor scale, and include a modified tonal sequence of three segments.
? 7. Write a four-measure melody in B-flat major and include a false sequence of two segments.
&
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Assignment 6.6
1. Write a four-measure phrase of music in G minor using the harmonic form of the minor scale. Then rewrite it with an extension at the beginning.
& & 2. Write a four-measure phrase of music in A-flat major. Then rewrite it with an extension in the interior of the phrase.
? ?
3. Write a four-measure phrase of music in F major. Then rewrite it with an extension at the end of the phrase.
& & 4. Write a four-measure phrase in F-sharp minor using the harmonic form of the minor scale. Follow it with a modified repeated phrase that includes a change of mode.
? ?
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Assignment 6.7
Each exercise consists of a phrase or more of melody from music literature. Analyze each melody by adding the following symbols. Climax tone Ascent Descent Tonic triad 3ˆ–2ˆ–1ˆ
Concluding scale degrees
Remember that scale degrees 3ˆ and 2ˆ must occur in that order but may be scattered throughout the excerpt, whereas 1ˆ is always the final pitch of the phrase or period. 1. (Ex.) Haydn: Sonata in C Major, Hob. XVI:3, III, mm. 31–34.
œ
#œ œ œ œ œ œ
b & b 43 œ œ œ œ œ œ
3ˆ
2ˆ
œ
1ˆ
œ
˙
œ œ J
˙
..
2. “The Star Spangled Banner,” last phrase.
b & b 43 œ œ
œ.
œ œ œ J
˙
œ.
œ œ
3. Folk Song: “I’ve Been Working on the Railroad,” mm. 13–16.
# 4 & 4 œ.
j œ œ. œ œ. œ ˙
œ J œ
œ.
˙
œ
w
4. Folk Song: “Row, Row, Row Your Boat.”
## 6 j & 8 œ . œ . œ œj œ . œ œj œ œ ˙ .
œœœœœœ
j œ œ œ œ œ œ œ œ œ œj ˙ .
5. Folk Song: “Long, Long Ago,” last seven measures.
& b 42 œ
œ œ œ
142
3711_ben01877_Ch06pp119-144.indd142 142
œ œ œ
PART B
œ œ œ
Œ
œ
œ œ œ
œ. œ ˙
The Structural Elements of Music
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6. Folk Song: “The Wearing of the Green,” last four measures.
b & b b 42 œ .
œ œ
œ
œ
œ
œ
œ
œ
œ œ œ
œ
œ.
œ œ J
œ
œ
œ
œ
œ.
œ œ
7. Annie Harrison: “In the Gloaming,” mm. 9–16.
& b 42 œ .
œ J œ
œ.
œ
œ
j œ ˙
8. Mozart: Sonata in D Major, K. 284, III, mm. 14–17.
# & # C œ œ
œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ . œ œ œ œ œ œ .
˙
9. Mozart: Sonata in E-flat Major, K. 282, II: Menuetto I, mm. 29–32.
b 3 œ. œ œ b & 4
Œ
œ. œ œ
Œ
œ. œ œ
Œ
œ. œ ˙
œ. œ œ
Œ
..
10. Haydn: Sonata in E Major, Hob. XVI:13, III, mm. 48–52.
# & 43 œ œ œ œ # œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ # œ ˙
Π..
11. Haydn: Sonata in D Major, Hob. XVI:4, II, mm. 19–22.
## 3 œ & 4
œ œ œ œ œ œ œ 3
3
œ œ œ œ
œ œ œ œ
œ
˙
Π..
œ œ œ œ œ œ œ œ œ œ œ œ œ
‰ ..
3
3
12. Haydn: Sonata in F Major, Hob. XVI:9, III, mm. 21–24.
œ œ œ œ œ œ œ œ œ 2 &b 4
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CHAPTER
7 Texture and Textural Reduction
IMPORTANT CONCEPTS
Harmonic and Rhythmic Support (HRS) Harmonic Support (HS) Rhythmic Support (RS) Textural Reduction
Homorhythmic Texture Primary Melody (PM) Secondary Melody (SM) Parallel Supporting Melody (PSM) Static Support (SS)
Texture Density Range Monophonic Texture Polyphonic Texture Homophonic Texture
TOPICS
The sound of music is the direct result of the instruments and voices the composer employs and the way they are combined. Instruments and voices are like primary colors blended together to create the many hues that give music its beautiful surface. Although a detailed study of the characteristics and properties of instruments goes beyond the scope of this book, it is important for you to understand certain fundamental facts about sound and texture. The term texture refers to the way the melodic, rhythmic, and harmonic materials are woven together in a composition. It is a general term that is often used rather loosely to describe the vertical aspects of music. Since changes of texture often mark formal divisions in music and textural matters often complicate harmonic analysis, it is important that we deal with texture in a more specific way. Texture is often described in terms of density and range. Although these are good descriptive terms, they are less useful analytically than the more precise description of texture types that you will learn in this chapter.
Texture
Density
The density of texture is often described as “thick,” consisting of many voices or parts, and “thin,” consisting of few voices. An example of thin texture is shown in Figure 7.1, and you will find an example of thick texture in Figure 7.2.
Figure 7.1 Haydn: Sonata in G Major, Hob. XVI:11, III, mm. 25–29.
# & 43 Œ ? # 43 œ œ
3
3
œ
œ œ œ œ
Œ
Œ
Œ
œ
œ œ œ œ
Œ
Œ
œœ
œœ
œœ
Œ
Œ
Œ
Œ
Œ
Œ
Œ
# œœ
# œœ
# œœ
145
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Figure 7.2 Billy Taylor: Taylor Made Piano, p. 158, Example B.
œœœœœ .... œœœœœ . J œœœ ... œœœ œ . Jœ
b b b 4 œœœœ œœœœ œœœœ œœœœ b & b 4 œ œ œ œ œ œ ? b b b 44 œœœœ œœœœ œœœ œœœ bb Range
œœœœœ .... . œœœ .. œ ..
œ . ‰ ‰ œœœœœ .... œœœœœ œœœœ œœ ... œœ œœœ ‰ ‰ œœ . œœ œ
œœœœœ .... n n n œœœœ . œ J œœœ ... n n n œœœœ œ. J
. œœœœœ ... . œœœœ ... .
‰ ‰
The range of a texture is often described as “wide” or “narrow,” depending on the interval between the lowest and highest tones. Wide range is shown in Figure 7.3. Narrow range is shown in Figure 7.4.
Figure 7.3 Berlioz: Agnus Dei from Grande messe des morts (Requiem), op. 5, no. 10, mm. 69–76.
& 43 ∑
ƒ œœ .. œœ b œœ nb ˙˙ J
∑
re - qui - em
? 43 ∑
∑
˙˙ .. ˙. 3 &4
˙˙ .. ˙.
? 43
œœ .. œœ # œœ J
re - qui - em
œœ œ
Œ
Œ
œ
˙.
Œ
Œ
ƒ b ˙˙
sem
-
pi
b ˙˙ .. -
pi
-
-
ter
œœ Œ Œ
∑
œ œ Œ Œ
∑
nam.
b˙ b ˙ ..
œœ -
ter
˙˙ .. b˙. b˙. -
nam.
bœ ∑ nœ bœ œ œ œ bœ Œ Œ œ Œ Œ bœ p p œ bœ nœ bœ œ œ œ bœ Œ Œ bœ Œ Œ b˙.
ƒ ˙.
sem
œ œ
Œ
œ
Figure 7.4 Elliott Carter: Eight Etudes and a Fantasy for Woodwind Quartet, III, mm. 1–4. Adagio possible
Fl. Ob. Cl. Bsn.
& 44 w Ó p 4 & 4 # w˙
146
3711_ben01877_Ch07pp145-162.indd146 146
˙˙ .
˙ j œ
‰ Œ # œ˙ . ‰ Œ J
PART B
j‰ Œ œ œ œ #œ œ
Œ #˙. ˙ w œ.
# œœ ‰ w ˙ . J Œ œ. ‰ Œ œ ˙ . ‰ Œ
œœ ‰ J
The Structural Elements of Music
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Although density and range are usually described in relative terms, the description of texture type is much more precise. A number of texture types occur from time to time, but the most common are monophonic, polyphonic, homophonic, and homorhythmic.
Texture Types
Monophonic Texture
Monophonic texture is the simplest texture type in music, consisting of a single melodic line, as shown in Figure 7.5.
Figure 7.5 Sequence: “Dies Irae.”
? œ
œ
Di - es
œ
œ
i - rae,
œ
œ
di - es
œ
œ
il - la,
œ
œ
œ
Sol - vet
œ
œ
œ
saec
-
lum
œ
œ
œ
in
fa - vil - la:
œ
œ
Monophonic textures can be expanded by doubling in octaves or at other intervals. Octave doubling occurs in Figure 7.6, and doubling at other intervals, also called parallelism, is shown in Figure 7.7.
Figure 7.6 Sousa: Washington Post March, mm. 1–5.
& b 68 ? b 68
œ œ œ ƒ œ
#œ #œ #œ J j #œ
œ. œ. œ.
œ œ œ
bœ œ bœ œ bœ œ J
œ.
œ
bœ œ J
nœ nœ nœ J j nœ
œ œ œ œ
#œ #œ #œ J j #œ
œ. œ. œ.
œ œ œ
bœ œ bœ œ bœ œ J
œ.
œ
bœ œ J
nœ nœ nœ J j nœ
œ œ œ œ
Figure 7.7 Debussy: Sarabande from Pour le Piano (For the Piano), mm. 1–2. Avec une élégance grave et lente
# # # # 3 œœ & 4 œ p œ ? # # # # 3 œœ 4
œœ œ
œœ œ
œœ œœ œ œ. œ. œ œ œœ œœ œœ œœ 3œœ œ œ. œ. œ œ œ œœ g œ œ ggg œ
˙˙˙˙ ˙˙˙-
3
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Polyphonic Texture
Polyphonic textures consist of two or more lines moving independently or in imitation with each other. Figure 7.8 shows two independent lines. Figure 7.9 shows two lines in imitation.
Figure 7.8 Bach: Invention no. 5 in E-flat Major, BWV 776, mm. 1–2.
b &bb c ‰
M M œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ ≈
M M œ œ œ œ œ
? bb c M b œ
œ
‰
Figure 7.9 Bach: Invention no. 4 in D Minor, BWV 775, mm. 1–4.
& b 38 œ œ œ œ œ œ # œ œ œ œ œ œ œ ? b 38
∑
∑
œ
œ
œ
#œ
œ
œ œ œ œ œ œ œ œ œ œ œ #œ
The various lines may be similar or contrasting in character. Lines with similar rhythmic values and contour appear in Figure 7.10. Lines with contrasting rhythmic values and contour appear in Figure 7.11.
Figure 7.10 Josquin des Prez: Tu Solus Qui Facis Mirabilia (You Alone Perform Such Wonders), mm. 35–38.
Soprano
Alto
&b C ˙
œ
œ
˙.
œ
In
te
so -
lum
con
œ
œ
te
so
&b C ˙ In
148
3711_ben01877_Ch07pp145-162.indd148 148
PART B
-
œ . A œj œ lum
œ con
j œ œ aœ
œ. - fi
-
-
-
-
di
-
Œ
mus,
Œ
j œ œ
œ. - fi
-
˙
œ -
di
˙ -
mus,
The Structural Elements of Music
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Figure 7.11 Bach: Fuga Canonica from The Musical Offering, BWV 1079, mm. 1–3.
b &bb C ˙
˙
? bb C Ó b
Œ
Homophonic Texture
˙
˙
n˙
œ
œ œ œ œ œ œ œ bœ
œ œ œ œ œ œ œ
œ œ
Œ
The most common texture in Western music is homophonic texture, which is made up of a melody and an accompaniment. The accompaniment provides rhythmic and harmonic support for the melody.
Figure 7.12 Mendelssohn: Songs Without Words op. 30, no. 6, mm. 7–10.
œ œ œ œ œ ### 6 œ œ . œ œ œ œ œ œ ‰ œ . . & 8 œ . J p cantabile œ œœ œœ œ œœ œœ œ œœ œœ œ œ œ ? # # # 68 œœ œœ # œ œ œ œ œ œ œ œ œ œ œ œ œ œ The rhythmic and harmonic supporting functions may be combined in the same material, or separate parts may be assigned to each function. Rhythmic and harmonic support are combined in Figure 7.13. Separate harmonic support is shown in Figure 7.14.
Figure 7.13 Schumann: “Ich Grolle Nicht” (“I Bear No Grudge”) from Dichterliebe, op. 48, no. 7, mm. 1–4. Nicht zu schnell
&c Ó
F ‰ œj j r ˙ œ. œ Ich grol - le nicht,
> > c & œœ œœ œœ œœ œœ œœ œœ œœ œ œ œ œ œ œ œ œ F ?c Ó ˙ ˙
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3711_ben01877_Ch07pp145-162.indd149 149
j œ œj ˙
‰ œj œj œj b ˙ . und wenn das Herz
> > > œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœœ œ œ œ œ œ œ œ œ bœ œ œ œ œ
˙ ˙
˙ ˙
˙ ˙
Texture and Textural Reduction
˙ ˙
auch bricht,
œœœ œ
œœœ œ
œœœ œ
> œœ œœ œœ œœ œ œ œ œ ˙ ˙
149
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Figure 7.14 Mozart: Symphony no. 40 in G Minor, K. 550, I: Molto Allegro, mm. 221–225. Melody
b &b C ˙
Harmonic Support
˙ bb C # ˙˙ & # ˙˙
œ. # œ.
˙
n ˙˙˙ n ˙˙ ˙
˙˙ ˙˙ ˙
# œ. n œ.
˙ ˙ # ˙˙ ˙˙
#˙ n # ˙˙˙˙ ˙
œ #œ œ œ œ œ œ œ nœ œ œ œ #œ œ Œ Œ ˙ ˙˙ ˙ ˙
# ˙˙ ˙˙ ˙ ˙
œ # œœ Œ œ Œ œœ # œœœ
#˙ n # ˙˙˙˙ ˙
Harmonic and Rhythmic Support
#œ b & b C œ # œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ # œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ n œœ # œœ œœ œœ # œœ Œ œœ Œ
Harmonic and Rhythmic Support
œœœœœœœ œœœœœœœœ œœœœœ œœœ œœœœ œ œœœ œ ? b C œ œœœœœœœ œœœœœœœœ œœœœœ œœœ œœœœ œ œœœ œŒ œŒ b œ œ
Homorhythmic Texture
Homorhythmic texture is a texture with similar rhythmic material in all parts. This texture is often referred to as “hymn style,” “chordal homophony,” or “chordal texture,” depending on the presence or absence of melodic material (Figure 7.15).
Figure 7.15 Owens: “Freely, Freely,” mm. 26–32.
b & b b 43 œœ .. œœj œ œ ? b b 43 œœ .. œœ œœ b J
History
150
3711_ben01877_Ch07pp145-162.indd150 150
œœ .. œœj œ œ œœ . œœ œœ . J
œœ œ œ
œœ .. œ .. œ
j œœ ˙˙ .. œœ ˙ . J ˙.
œœ .. œ. œ.
j œœ œœ œ œ œ œ J
œœ .. œ. œ.
j œœ œœ œ œ œ œ J
˙˙ .. ˙˙ ..
During each period in the history of music, composers employed distinctive textural features. We can generally state that a distinguishing texture type predominates each era. The characteristic texture type of the Renaissance period is polyphonic texture. Since harmony was largely described in terms of the relationship of voices, it is natural that a texture of multiple voices would be the result. Renaissance composers placed great value on the independence of lines, although they used imitation at the beginning of most phrases. The textures were of moderate range and seldom very dense (see Josquin des Prez: Tu Solus Qui Facis Mirabilia, page 148). The rise of the figured-bass concept, which is basically an accompaniment technique, signaled the beginning of interest in homophonic texture in the baroque period. Both poly-
PART B
The Structural Elements of Music
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phonic and homophonic textures were used, but seldom in the same composition or movement. Textures in the baroque period were generally denser than those of the Renaissance period, and the rise of instrumental music allowed for wider ranges (see Bach: Invention no. 4 and Invention no. 5, page 148). During the classical period, homophony became the standard texture, and composers engaged in much greater contrast of range and density than in the baroque period (see Mozart: Symphony in G minor, page 150). The romantic period maintained the predominance of homophonic texture, but with increased range and density (see Schumann: “Ich grolle nicht” from Dichterliebe, page 149). Textures in the romantic period became more complex and often shifted suddenly for emotional effect (see Berlioz: “Agnus Dei,” from Grande messe des morts, page 146). Composers of the post-romantic period generally maintained the textures that the romantic period composers used, but with the impressionists, texture took on new significance. Many impressionist works depended heavily on texture for their effect (see Debussy: Sarabande from Pour le Piano, page 147). Typical texture types of the impressionistic period are expanded monophonic texture (parallelism) and homophonic texture. In the twentieth century, no “typical” texture type has prevailed. Constant texture change characterizes many styles. Composers who choose to imitate the styles of previous periods (in neoclassicism, for example) typically imitate the textures as well. In other styles, the fabric of music explodes into small fragments and textural continuity breaks down. Popular music is nearly all homophonic texture. Much of jazz is also homophonic (see Billy Taylor: Taylor Made Piano, page 146). However, the simultaneous improvisations of some jazz musicians creates true polyphony, with considerable independence of line.
APPLICATIONS
Analysis of Texture
Primary Melody (PM)
You can use both aural and visual assessments to identify texture types. The analysis and reduction of individual elements provide the means for evaluating textures accurately. The analysis of texture involves a process of recognizing and labeling the primary elements of the texture, as well as the identification of texture type. The textural elements are primary melody (PM), secondary melody (SM), parallel supporting melody (PSM), static support (SS), harmonic support (HS), rhythmic support (RS), and harmonic and rhythmic support (HRS). Primary melodies (PM) are the most important lines in a musical texture. In homophonic textures, there is usually only one primary melody (Figure 7.16), but in polyphonic textures, where the lines are of equal importance, there may be several primary melodies (Figure 7.17).
Figure 7.16 Mendelssohn: Songs Without Words op. 30, no. 6, mm. 7–10. PM
œ œ œ œ ### 6 œ œ . œ œ ‰ œ œ œ œ œ . . & 8 œ œ. J p cantabile œœ œœ œ œœ œœ œ œœ œœ œ œœ œœ œ ? # # # 68 œœ œœ # œ œ œ œ œ œ œ œ œ œ œ œ
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Figure 7.17 Mozart: Recordare from Requiem in D Minor, K. 626, mm. 54–57. PM
Soprano
& b 43 ˙ Ju
Tenor
-
V b 43
œ
œ
œ
ste
ju
-
œ.
∑
Ju
bœ
˙
dex
ul
-
œ
œ
œ œ J -
ste ju
-
œ
-
dex
ti
-
œ œ J J
œ
œ
o
-
œ.
ul - ti - o
-
œ nis,
œ œ J
nis, do
PM
Although the primary melody frequently occurs as the highest part in a composition, it can reside in other positions. The primary melody in Figure 7.18 appears as the lowestsounding voice.
Figure 7.18 Chopin: Prelude no. 6 in B Minor, op. 28, mm. 1–4.
> > > ## 3 œ œ œ œ œ œ œ œ œ œ œ œ & 4 œœ œ œ œœ œœ œœ sotto voce œ œ. œ œ. ? # # 43 œ œ œ œ œ œ œ Lento assai
œœ œ œœ œ œœ œ œœœ œ œœœ œ œœœ œ œ œ œ œ. œ œ. œ œ œ œ œ œ
PM
Secondary Melody (SM)
Other melodic lines that are not equal in significance to the primary melody are called secondary melodies (SM).
Figure 7.19 Bach: Fuga Canonica from The Musical Offering, BWV 1079, mm. 1–3. PM
b &bb C ˙ ? bb C Ó b
152
3711_ben01877_Ch07pp145-162.indd152 152
˙
˙ SM
Œ
œ œ
PART B
˙
œ œ œ œ œ œ œ
n˙
Œ
œ
œ œ œ œ œ œ œ bœ
The Structural Elements of Music
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The process of deciding whether a melody is primary or secondary requires musical judgment, and there are differences of opinion. Performers indicate their understanding of the relative importance of melodies by how they choose to balance the parts or by the lines they choose to bring out. Thus the decision about primary and secondary melody is crucial to music interpretation.
Parallel Supporting Melody (PSM)
Parallel supporting melodies (PSM) are melodies that are similar in contour to a primary melody (Figure 7.20) or secondary melody (Figure 7.21). They often maintain a constant interval relationship with the melody they support.
Figure 7.20 Debussy: Sarabande from Pour le Piano (For the Piano), mm. 1–2.
#### 3 & 4
PM
PSM
? #### 3 4
œœ œœ œ œ. œ. œ œ œœ œœ œœ œœ 3œœ œ œ. œ. œ œ œœ œœ g œ ggg œ
œœ œ
œœ œ p œœ œ
œœ œ
˙˙˙˙ ˙˙˙
3
Figure 7.21 Bach: Chorale Prelude on “Erschienen ist der herrliche Tag” from Orgelbüchlein, BWV 629, mm. 1–4. PM
& 32 ˙
˙
˙
w
˙
˙.
œ œ œœ œ œ ? 32 Œ œ œ œ œœ œ œ œ œ & œœ œœ œœ œœ œœ œœ œœ œœ œ œ œ Œ Ó œ œ œ œœ SM
?3 2
PSM
Static Support (SS)
∑
˙
˙
˙
˙
w
U
w
œ œ œ #œ œ œ ? œ #˙ œ
PM
˙
˙.
Static supporting (SS) parts are of two types: (1) sustained tones or chords, which are often pedal tones (Figure 7.22), and (2) repeated melodic and rhythmic figures or ostinati (Figure 7.23).
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œ
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Figure 7.22 Bach: Fugue no. 2 in C Minor from The Well-Tempered Clavier, Book I, BWV 847, mm. 29–31. PM
j b & b b c n œœ n œœ œ œœ œ œœ œ œ œ œ œ œ ‰œ n œœ œœ œ n œ ‰œ b n œœœœ œœ œœ œœ œœ œœœ œœ œ œ‰ œ œ‰ œ n ˙˙ nœ nœ œ J J J J J SM PM ˙ ? bb c œ œ œ œ ˙ w w b J œ ˙ w w PM
SS
Figure 7.23 Borodin: Serenade from Petite Suite, mm. 7–10.
> > > œ œœœ œœœ œ œœœ œœ œ œœj œ> œ œ œ œ œ ? b b b 68 J œ J J J bb J HRS p amoroso ed espressivo il canto ? b b b 68 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ bb œ œ œ œ œ œ œ œ œ PM
> > œœ œ œœœ œœœ œ J
j> œ œ œ œ J
j> œœ œœ J
œ œœœ œ œœ œ œ œœœ œ œœ œ œ œ œ œ œ œ
SS
Harmonic and Rhythmic Support (HRS)
As we discussed in the definition of homophonic texture, harmonic and rhythmic elements are often combined in the same textural elements. Such elements are labeled as harmonic and rhythmic support (HRS). If these support functions are separated, they are labeled as harmonic support (HS) or rhythmic support (RS) as follows.
Figure 7.24 Mendelssohn: Songs Without Words op. 30, no. 6, mm. 7–10. PM
œ œ œ œ œ ### 6 œ œ . œ œ œ œ œ œ ‰ . . œ & 8 œ. J p cantabile œ œœ œœ œ œœ œœ œ œœ œœ œ œ œ ? # # # 68 œœ œœ # œ œ œ œ œ œ œ œ œ œ œ œ œ œ HRS
154
3711_ben01877_Ch07pp145-162.indd154 154
PART B
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Figure 7.25 Mozart: Symphony no. 40 in G Minor, K. 550, I: Molto Allegro, mm. 221–225. PM
b &b C ˙ HS
˙ # ˙˙ b & b C # ˙˙
œ. # œ.
˙
n ˙˙˙ n ˙˙ ˙
˙˙ ˙˙ ˙
# œ. n œ. #˙ n # ˙˙˙˙ ˙
˙ ˙ # ˙˙ ˙˙
œ #œ œ œ œ œ œ œ nœ œ œ œ #œ œ Œ Œ # ˙˙ ˙˙ ˙ ˙
˙ ˙˙ ˙ ˙
#˙ n # ˙˙˙˙ ˙
œ # œœ Œ œ Œ œ # œœ œ œ
HRS
#œ b & b C œ # œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ # œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ n œœ # œœ œœ œœ # œœ Œ œœ Œ HRS
œœœœœœœ œœœœœœœœ œœœœœ œœœ œœœœ œ œœœ œ ? bb C œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ Œ œ Œ œ œ
Textural Reduction
When harmonic and rhythmic support functions are combined, it is often difficult to gain a clear understanding of the harmony. However, you can resolve the problem by removing the rhythmic materials from the texture and writing the result as block chords. The following example has been reduced to clarify the harmony and embedded voice leading (see Chapter 9).
Figure 7.26 Bach: Prelude no. 1 in C Major from The Well-Tempered Clavier, Book I, BWV 846, mm. 1–2.
œ œ‰ œ œ ‰ œœ œœ‰ œœ œœ ‰ & c ≈ œ .œ œ œ œ œ ≈ œ .œ œ œ œ œ ≈ œ .œ œ œ ≈ œ .œ œ œ J J J J ˙ ˙ ˙ ˙ ?c w & c www w ?c C: I
ww ww w ii 42
With practice you will be able to see the chords in accompaniment textures without writing reductions, but this skill can be developed and improved by practice in writing CHAPTER 7
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block chords. To write a reduction, first determine the duration of each chord by playing or listening to the example in Figure 7.27. Since nonharmonic tones may appear within accompaniment figures, you will need to be alert for tones that do not seem to be part of the surrounding harmony.
Figure 7.27 Chopin: Nocturne in C-sharp Minor, op. post., mm. 9–12. Nonharmonic tones (circled):
#### c ˙ &
˙
˙
œ
œ
p œœ œœ œœ œœ œ œ ? #### c # œ œ œ œ œœ Duration of chords:
ã
c w
˙
œœ
œ
Ÿ. ˙
œ
œ œ ˙ ˙œ œ œ
w
˙
Œ
œ
# œœ # œ #œ œ œœ œ œ œ œ œ œ w
Now write the pitches of the chords in the order they appear using note values to show the duration of each chord. Maintain the original register of the chord pitches even though the rhythmic elements may have changed to reflect the harmonic rhythm.
Figure 7.28 Chopin: Nocturne in C-sharp Minor, op. post., mm. 9–12.
#### c ˙ & ? #### c # œ
˙ œœ œ
ww ? # # # # c # ww
3711_ben01877_Ch07pp145-162.indd156 156
œ
œ
p œœ œœ œœ œ œ œ œ œ œ ˙˙ ˙˙
Chords:
156
˙
PART B
˙˙ ˙˙
œœœ
Ÿ. ˙ œœ
œ œ ˙ ˙œ
# ww ww
Œ
œ
#œ œ œœ œ œ# œœ # œ œ œ œ œ œ ww ww
The Structural Elements of Music
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Assignment 7.1
1. Identify the following textures by texture type (monophonic, polyphonic, homophonic, or homorhythmic). 2. Label the elements of each texture using the labels PM, SM, PSM, SS, HS, RS, and HRS (see pages 151–155).
1. Palestrina: In Festo Transfigurationis Domini. CD Track 53
&C
„
&C
w o
„
VC w
∑ ˙
˙
o
-
cu
-
-
-
˙
˙
˙
w
cu
- los
in
al
˙
w
˙
los
in
w o -
˙
los
˙
w
in
al -
-
-
-
cu
-
-
-
tum
œ œ œ œ ˙
˙ -
˙
- tum
tol
-
-
-
-
Texture type_______________________________.
2. Schumann: “Soldatenmarsch” (“Soldiers’ March”) from Album for the Young, op. 68, mm. 1–8. CD Track 54
# 2 œ . œ œj ‰ & 4 œ. œ œ f ? # 42 œ . œ Jœ ‰
œ œ J œ J
j j œ œ ‰ œ ‰ œ ‰ œœ ‰ J œ ‰ J ‰ œJ ‰ Jœ ‰
j œœ ‰ œj ‰ œ œœ œ ‰J ‰ J
j œ œ . œœ . œ œ ‰ f œ . œ œJ ‰
œ œ J œ J
œ œ ‰ œœ ‰ œJ ‰ œJ ‰ J œ #œ œ ‰ J‰ J‰J‰&
# œœ ‰ Jœ ‰ J j j œ ‰ œœ ‰ œ
Texture type_______________________________.
3. Schubert: “Wohin?” (“Where to?”) from Die schöne Müllerin, op. 25, no. 2, mm. 3–4. CD Track 55
# 2 & 4œ œ Ich
# 2 & 4œ œ œ ? # 42 œj 3
œ J hört’
œ J
œ J
ein
Bäch
6
œ J -
lein
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6
6
j œ
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œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ j j j j œœ œ œ œ œ œ œ œ œ Texture type_______________________________.
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4. Bach: Courante from Suite no. 1 in G Major for Violoncello Solo, BWV 1007, mm. 1–3. CD Track 56
? # 43 Jœ
œœœœœœ œ œ œ œœœ œ œ œ œ
œ œ
œœ œ œœœ œ
Texture type_______________________________.
5. Bach: Sinfonia no. 4 in D Minor, BWV 790, mm. 1–2. CD Track 57
œ œ œ œ œ œ œœ # œ # œ œ œ . œ œ nœ œ œ ≈ œ #œ œ œ œ œ œ œ nœ œ œ œ
œ œ œ œ œ œ ≈ œ œ # œ b c œ œ & ∑ ? b c œ œ œ œ œ nœ #œ œ
Texture type_______________________________.
6. Chopin: Mazurka in B-flat Major, op. 17, no. 1, mm. 1–4. CD Track 58
b & b 43 œ f ? b b 43 Œ
œœ .. S œ œ
# n œœ œœ J œœ œ
œ
œœ œœ œœÆ ≈ œ b œ œ
œ œ
œœ œ
œ œ
œ œ
œ '
œ. œ. œ œ
œ œ œ œ ≈ œ œ œ œ œ œœ . ' œœ œœ Œ œ œ œ
> œ œœ >œ œœ
Texture type_______________________________.
7. Haydn: String Quartet in E-flat Major, op. 76, no. 6, Hob. III:80, I, mm. 45–48. CD Track 59
b œ & b b 42 Rœ
Ϯ J
bœ
‰
‰.
œ œ R
nœ
Ϯ J
‰
‰.
œ R
b & b b 42 ≈ œ œ œ œ œ œ œ œ n œ œ œ œ b œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ n œ Texture type_______________________________.
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8. Beethoven: Minuet no. 3 from Six Minuets, WoO 10, mm. 9–12. CD Track 60
œ bb 3 œ œ œ œ œ œ œ œ . b œ Œ œ Œ œ & 4 œ. œ œ œ œ. œ. œ. œ. œ. œ. . . . ƒ œ œ œ œ œ ? b b 43 Œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ b œ œ Texture type_______________________________.
9. Debussy: La cathédrale engloutie (The Engulfed Cathedral) from Preludes, Book I, no. 10, mm. 28–32. CD Track 61 Sonore sans dureté
& 32 Ó ? 32 Ó w. ◊
˙˙ ˙˙ ƒ ˙˙˙ ˙
˙˙ ˙˙
˙˙ .. ˙˙ ..
œœ œœ
œœ œœ
œœ œœ
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˙˙˙ ˙
˙˙˙ .. ˙ .. w.
œœœ œ
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˙˙˙ ˙ w.
˙˙˙ ˙
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˙˙˙ ˙
œœœ œ w.
œœœ œ
˙˙˙ ... ˙.
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Texture type_______________________________.
10. Jones and Schmidt: “Try to Remember” from The Fantasticks, mm. 9–13. CD Track 62
# & 43 œ . Try
# 3 œœ .. & 4
? # 43 Œ œœ ˙.
œ œ J
œ
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to re - mem - ber
œ œ œ œ J
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j œ œ
œ
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of Sep - tem - ber when
j œ. œ œ œ. œ œ Œ ˙œ œ œ
œ œ œ Œ œ ˙.
Texture type_______________________________.
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Assignment 7.2
Write harmonic reductions for the following excerpts: 1. Determine the harmonic rhythm. 2. Circle any nonharmonic tones. 3. Write the chords using the rhythmic values of the harmonic rhythm. Preserve the original pitch register of each chord (see pages 155–156). 4. Label the elements of each texture as PM, SM, PSM, SS, HS, RS, or HRS.
1. Beethoven: Sonata in G Major, op. 79, III: Vivace, mm. 72–75. CD Track 63
# 2 œ œ 4 œ œ œ œ œ œœ œ œ œ œ œ œ œ œ œ œ œ p dolceœ œ ? # 42 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ &
? # 42 2. Liszt: Au lac de Wallenstadt (At Wallenstadt Lake), no. 2 from Années de pèlerinage, première année, Suisse, mm. 35–38. CD Track 64
bb b 3 œœ . & b 8 .
‰
j œ
‰
œ
œ
œ
œ
œ J
œœœ œ œœœœ œ œœœ œœœ œ œ œ œ œ ? b b b 38 œ œ œ œ œ œ b œ œ 3 3 3
3
? b b b 38 b 3. Mendelssohn: Songs Without Words op. 19, no. 6, mm. 7–11. CD Track 65
b 6 &b 8 Œ
j œœ œœ
j œœ # œœ
j œœ œ œ
j œ œ œ œ
j ‰ Œ j œ œœ œœ œœ œœ œœ. cantabile œ œ œ œ œœ ? b b 68 œ œ œ œ œœ œ œœ œ œœ œ œœ œ œ œ œ œ œ œ œ œ
j > Œ œœ œœ ˙ . . œ œœ œ œœ œ œ œ
? b b 68 160
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4. Mendelssohn: Songs Without Words op. 53, no. 3, mm. 9–12. CD Track 66
b . & b 68 œœœ ..
œœœ
œœœ J . f œ œ ? b 68 ≈ œ œ œ œ œ œ œ œ b œ ‰ ‰ Œ ‰ J
œœœ ...
œœœ
œœœ J . ≈ œœ œ œœ œœ œ œœ‰ ‰ Œœ ‰ J
œœ. œ
.j # œœœ . ≈ œœ œ œœ œœ œ œœ‰ ‰ Œ œ ‰ J œœ. œ J
œœœ.
j œ œ # œœ .. œ ‰ # œœ J . ≈ œ nœ œ œ œ œ œ œ œ œ ‰ #œ ‰ ‰ Œ J
? b b 68 5. Bach: Prelude no. 2 in C Minor from The Well-Tempered Clavier, Book I, BWV 847, mm. 1–2. CD Track 67
b & b b c œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ nœ œ œ œ œ œ œ œ œ œ œ œ œ œ ? b c œ œœ œ œœœœ œ œœœ œœ œœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ bb
b &bb c ? b c bb 6. Mozart: Bastien und Bastienne, K. 50, no. 1, mm. 11–14. CD Track 68
& 43 œ Mein
œ
œ
lieb - ster
3 & 4 œœ œ œœ œ œœ œ ? 43 ˙
œ
˙
œ
˙
Freund
hat
mich
œ ˙ œ œ œ œ œ œ ˙
œ
œ œ ver
-
œ œ ˙œ œ œ œ œ œ ˙
œ œ
œ
œ
Œ
las - sen,
œœ . .œ œ
œ œ. œœ.
Œ Œ
& 43 ? 43 CHAPTER 7
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7. Schubert: Sonatina for Violin and Piano in G Minor, op. 137, no. 3, D. 408, III, mm. 39–42. CD Track 69
œ b ˙ & b b 43 p dolce b & b b 43 œ œ œ œ œ œ p ? b 43 œ Œ Œ bb
˙
œ
œ œ œ œ œ œ œ
Œ
Œ
œ
œ
œ
œ œ œ œ œ œ ˙
œ
˙
œ
œ œ œ œ œ œ Œ
˙
b & b b 43 ? b 3 bb4 8. Beethoven: Sonata in C Minor, op. 10, no. 1, I: Allegro molto e con brio, mm. 56–63. CD Track 70
˙. œ. œ œ Œ Œ J ? b b 43 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ b b & b b 43 ˙ .
œ.
? b 3 bb4 T n œ.
b & b b ˙.
. œ. b œ J
? b œ œ œ œ œ œ œ œ œ œ œ œ bb
? bb
˙.
œ.
Œ
Œ
œ œ œ œ œ œ œ œ œ œ œ œ
b
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CHAPTER
8 Species Counterpoint
TOPICS
IMPORTANT CONCEPTS
Voice Leading Species Counterpoint Cantus Firmus Counterpoint First Species
Final Musica Ficta Nota Cambiata
Second Species Third Species Fourth Species Fifth Species Modal Scales
Voice leading is the term used to describe the linear aspect of musical writing. The individual melodic lines (called voices) that make up a composition interact to create harmony. The vertical aspect (chords) and the horizontal aspect (voices) are equally important in western European art music. This chapter will focus on the melodic aspects of voice leading using a modal two-voice approach. Chapter 9 will deal with the interaction of melody and harmony in a tonal four-voice context.
Species Counterpoint
Species counterpoint is an approach to counterpoint through the addition of contrapuntal voices to a given melody called the cantus firmus. Species counterpoint begins with simple note-against-note counterpoint and progresses to complex counterpoint in five stages, called the five species.
The Cantus Firmus
A cantus firmus is a fixed melody, one phrase in length, that terminates in a melodic cadence. It serves as the basis for other independent, but related, melodies.
Figure 8.1 A Cantus Firmus.
& w The Counterpoint
First Species Counterpoint
w
w
w
w
w
w
w
w
w
›
The counterpoint is a second voice, created according to specific principles, that accompanies the cantus firmus. For each note in the cantus firmus (c.f.), the counterpoint (cpt.) will have one or more notes. First species counterpoint consists of one note in the counterpoint for each note in the cantus firmus.
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Figure 8.2 Fux: Example of First Species Counterpoint. Counterpoint
& w
w
w
w
w
w
w
w
w
#w
›
w
w
w
w
w
w
w
w
›
Cantus Firmus
& w
w
Second Species Counterpoint
In second species there are two tones in the counterpoint for each tone in the cantus firmus.
Figure 8.3 Fux: Example of Second Species Counterpoint. Counterpoint
& ˙ ˙
˙ ˙
˙ ˙
˙ ˙
˙ ˙
˙ ˙
˙ ˙
˙ ˙
˙ ˙
˙ #˙
›
w
w
w
w
w
w
w
w
›
Cantus Firmus
& w
w
Third species counterpoint has four tones for each tone in the cantus firmus.
Third Species Counterpoint
Figure 8.4 Fux: Example of Third Species Counterpoint. Counterpoint
œ œ œ œ œ œ œ bœ œ bœ œ œ œ œ œ bœ œ œ bœ œ bœ œ œ œ › & œœœœ œœœ œ œ œ œ œ œ œ #œ œ Cantus Firmus
& w
w
w
w
w
w
w
w
w
w
›
Fourth Species Counterpoint
The fourth species, often called syncopation or ligature, consists of tied notes over nearly every bar in the counterpoint, creating a syncopated effect with the cantus firmus. Many of the tied notes are suspensions.
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Figure 8.5 Fux: Example of Fourth Species Counterpoint. Counterpoint
& Ó ˙ ˙ ˙
˙ ˙
˙ b˙
˙ ˙
˙ ˙
˙ ˙
˙ ˙
˙ ˙
˙ #˙
›
w
w
w
w
w
w
w
w
›
Cantus Firmus
& w
w
Fifth Species Counterpoint
The fi fth species is called florid counterpoint and combines elements of all the other species. This species introduces rhythmic variety into the counterpoint.
Figure 8.6 Fux: Example of Fifth Species Counterpoint. Counterpoint
˙ œ œ bœ œ nœ ˙ ˙ ˙ œ œ œ ˙ œ œ ˙ ˙ #˙ › & Ó ˙ œœœœ œœœœ œœ œ Cantus Firmus
& w
History
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w
w
w
w
w
w
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›
Johann Joseph Fux (1660–1741) was Kapellmeister to the court in Vienna when he wrote Gradus ad Parnassum in 1725. In his preface to the work, Fux says that he intended to invent “a simple method by which the novice can progress gradually, ascending step by step to attain mastery in this art.” He was well aware that in 1725 musical styles had changed fairly drastically from those of the Renaissance. In fact, he laments that he cannot “call back composers from the unrestrained insanity of their writing to normal standards.” Fux’s work greatly influenced the Viennese classical composers. Haydn worked through all the exercises and it is likely that Mozart studied the work and used it as a text with his students. Beethoven studied Gradus, first with Haydn and later with Johann Schenk and Johann Georg Albrechtsberger. The text, originally in Latin, was translated into German in 1742 and to Italian in 1761. A paraphrased French version appeared in 1773 and an English paraphrase in 1791. Thus Gradus ad Parnassum came to be the standard approach to counterpoint throughout Europe. A complete English translation by Alfred Mann appeared in 1943. The book consists of a dialog between a master and his willing pupil. Fux tells us that the master, Aloysius, is none other than Giovanni Pierluigi da Palestrina (c. 1525–1594), the most famous Renaissance composer. The pupil, Josephus, is a brilliant student who remembers everything his teacher tells him and yet manages to time his mistakes perfectly to allow the master to introduce the principles in a logical manner. The book is interesting reading quite aside from its pedagogical value.
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APPLICATIONS
Modal Scales
This section presents the five species of two-voice writing in order. Although it is important that you achieve some mastery of each species before progressing to the next, you must first be thoroughly familiar with the modal scales and the basic elements of writing a melody. The cantus firmi and contrapuntal melodies of species counterpoint are composed using modal scales (see Chapter 2, Figures 2.34 and 2.35). Each mode is identified by its beginning tone, called the final, and consists of a specific arrangement of whole and half steps.
Figure 8.7 Mode Name
Final
Range
Half Steps Between
Tonal Scale Comparison
Dorian
&w w w w w w w w
w
ˆ ˆ 6–7 ˆ ˆ 2–3,
Natural minor scale with raised sixth degree
Phrygian
w w &w w w w w w
w
ˆ ˆ 5–6 ˆ ˆ 1–2,
Natural minor scale with lowered second degree
Lydian
w w w &w w w w w
w
ˆ ˆ 7–8 ˆ ˆ 4–5,
Major scale with raised fourth degree
Mixolydian
w w w w w w &w w
w
ˆ ˆ 6–7 ˆ ˆ 3–4,
Major scale with lowered seventh degree
Aeolian
w w w w w w w &w
w
ˆ ˆ 5–6 ˆ ˆ 2–3,
Same as natural minor scale
ˆ ˆ 7–8 ˆ ˆ 3–4,
Same as major scale
Ionian
&w w w w w w w w
w
Like the major and minor scales, the modes may begin on any tone as long as the arrangements of whole and half steps remain the same. Since the final of each transposed mode lies in the same relationship to the tonic of the major scale with the same key signature, the identity of a transposed mode can be quickly determined. 1. 2. 3. 4. 5. 6.
The final of the Dorian mode is always the second degree of a major scale. The final of the Phrygian mode is always the third degree of a major scale. The final of the Lydian mode is always the fourth degree of a major scale. The final of the Mixolydian mode is always the fifth degree of a major scale. The final of the Aeolian mode is always the sixth degree of a major scale. The final of the Ionian mode is always the first degree of a major scale.
To illustrate, the final of nontransposed Dorian is the second degree of a C major scale.
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Figure 8.8 Dorian mode
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w
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w
›
&
w
w
w
w
w
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C major scale The final of Dorian transposed to G is the second degree of an F major scale.
Figure 8.9 Dorian mode (same melody)
&b w
w
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w
›
&b w
w
w
w
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w
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F major scale
Melodic Characteristics
Melodies in species counterpoint (both the cantus firmus and the contrapuntal melody) consist primarily of conjunct motion with an occasional leap. For example, the cantus firmus presented in Figure 8.10 contains seven steps and only three leaps. The best general contour is a rise to a single climax tone followed by a descent.
Figure 8.10 Example of a Good Melody. Single climax tone
& w
w
w
w
w
w
w
w
w
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›
Leaps Two successive leaps in the same direction are usually not a part of the style, unless they outline a triad.
Figure 8.11 Successive Leaps. Generally avoid two leaps in a row.
& w
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w
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Occasional triad outlines are permitted.
w
Species Counterpoint
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Melodies should never leap by diminished or augmented intervals or by a seventh. The octave is the largest leap that should appear in a melody.
Figure 8.12 Leaps to Be Avoided. Augmented 4ths
Diminished 5ths
Major and Minor 7ths
w w w w &w w w w w w w w w w w w You can avoid the tritone (A4 or d5) occurring between the pitches F and B by flatting the B. In species counterpoint, descending scale motion often includes Bb to avoid exposing the B to F tritone. As a general rule, avoid using Bb too closely to Bn by separating them by three or more measures.
Figure 8.13 Use B b to avoid tritones:
bw w
&w P4
bw
Add B b to descending scales outlining B–F:
w
w
w
w
bw w
w
w
P5
Avoid repeated figures, sequences, and melody segments that outline a tritone (A4 or d5).
Figure 8.14 Avoid repeated figures.
&
Avoid sequences.
Avoid melodic segments that outline a tritone.
w w w w w w w w w w w w w w w w
The total range of a melody should rarely exceed an octave and should never exceed a tenth.
Figure 8.15 Good melodic range (P5th)
Range too large (P11th)
w w w w w w w w &w w w w w w w w w w w w w
Writing First Species Counterpoint
In first species counterpoint you will write one note in the counterpoint for each note in the cantus firmus (c.f.). You will be asked to write counterpoints both above and below each given cantus firmus. In this book we will use only the treble and bass clefs, but in Gradus ad Parnassum Fux employed soprano, alto, tenor, and bass clefs.
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Beginning the Counterpoint
If the counterpoint is above the cantus firmus, the first note of the counterpoint should be a P1, a P5, or a P8. If the counterpoint is below the cantus firmus, the first note of the counterpoint should be a P1 or a P8.
Figure 8.16 Correct Intervals at the Beginning of a Counterpoint. For counterpoint above: cpt.
cpt.
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&w
&w
P1
P5
P8
&w
w
w
&w
c.f.
&w P1 w ?
w
w
&w
c.f.
For counterpoint below: c.f.
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w
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c.f.
c.f.
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P8
?w
cpt.
Ending the Counterpoint
cpt.
cpt.
The cantus firmi of species counterpoint are in Dorian, Phrygian, Lydian, Mixolydian, Aeolian, or Ionian modes. In every case the cantus firmus will end with a descent by step to the final of the mode. There is a fixed formula for ending the counterpoint in each mode, as shown in Figure 8.17.
Figure 8.17 cpt.
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#w ›
Dorian Mode
&w c.f. cpt.
&
w
w › #w ›
Mixolydian Mode
&w
c.f.
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w ›
cpt.
&
w
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›
Phrygian Mode
&w
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›
cpt.
&
w
&w c.f.
cpt.
cpt.
#w
›
Aeolian Mode
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Species Counterpoint
w
›
Lydian Mode
c.f.
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w
&w
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›
w
›
Ionian Mode
›
&w c.f.
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› 169
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Notice that a raised leading tone is required in the Dorian, Mixolydian, and Aeolian modes. The raised leading tone (sometimes called musica ficta) is used only at the end of the exercise, and it is best to avoid using the natural form of the seventh scale degree in near proximity to the raised form. A good principle is to avoid the seventh scale degree in the last four tones before the raised leading tone.
Figure 8.18 Incorrect:
Filling in the Remaining Notes
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›
6
6
6
8
& w
w
w
›
Correct:
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#w
›
3
6
6
8
& w
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›
& w
With the beginning and the end of the exercise completed, it is time to fill in the remaining notes. In first species counterpoint, the only intervals allowed between the two voices are M3, m3, P5, M6, m6, P8, M10, and m10. The unison is not acceptable in any place other than the first and final measure of the exercise.
Figure 8.19 Allowable Intervals in First Species Counterpoint.
& &
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M3
m3
P5
M6
m6
P8
M10
m10
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As stated by Fux, the four basic principles for voice leading in first species counterpoint are: 1. From one perfect consonance (P1, P5, P8) to another perfect consonance, proceed in contrary or oblique motion.
Figure 8.20 Contrary
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w5
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8
Oblique
w
w
5
8
w
w
2. From a perfect consonance (P1, P5, P8) to an imperfect consonance (M3, m3, M6, m6, M10, m10), proceed by similar, contrary, or oblique motion.
170
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The Structural Elements of Music
4/10/08 4:02:49 PM
Figure 8.21 Similar
Contrary
& w
w w3
5
? w
w
Oblique
w w3
8
w
w
w 3 w
5
w
3. From an imperfect consonance to a perfect consonance, proceed in contrary or oblique motion.
Figure 8.22 Contrary
& w 6
? w
Oblique
w
w
8
w
w
6
w
8
w
4. From one imperfect consonance to another imperfect consonance, proceed in contrary, parallel, similar, or oblique motion.
Figure 8.23 Contrary
& w w3 ?
Parallel
w 6
w
w w3
Similar
w w3
w
w 3 w
Oblique
6
w
w w3
w 6
w
In general, there should be no more than two tied (or repeated) notes in a single exercise. Therefore, you should use oblique motion sparingly.
Figure 8.24 Too many repeated notes (bottom voice):
& w
w
w
w
w
w
1
3
5
3
6
8
& w
w
w
w
w
w
etc.
Avoid extended passages in parallel motion. For the most part, there should be no more than three successive parallel thirds or sixths. CHAPTER 8
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Species Counterpoint
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4/10/08 4:02:50 PM
Figure 8.25 Avoid:
w
w
w
w
6
6
6
6
& w
w
w
w
&
Avoid:
OK:
w
w
w
w
3
3
3
3
w
w
w
w
w
w
w
w
3
3
3
6
w
w
w
w
Writing Second Species Counterpoint
In second species counterpoint you will write two notes for each note of the cantus firmus except for the final note, which will be a single note (see Figure 8.3). The basic principles presented in the previous sections on melodic writing and first species counterpoint still apply here.
Beginning the Counterpoint
At the beginning of the exercise, the first measure may contain two half notes or a half rest and a single half note.
Figure 8.26 Two notes in first measure:
& ˙ ˙ 5
8
& w
˙ ˙
˙ ˙
3
6
4
w
One note in first measure:
& Ó ˙
etc.
8
& w
w
˙ ˙
˙ ˙
3
6
4
w
etc.
w
The first note in the counterpoint must form a perfect consonance with the cantus firmus whether it is on the first beat or after a half rest. The allowable consonances are the same as for first species counterpoint.
Figure 8.27 For counterpoint above: cpt.
&Ó ˙
P1
&w
w
&w
3711_ben01877_Ch08pp163-190.indd172 172
PART B
&Ó ˙
&˙ &w
P8
w
w ˙
P1
&w
w
c.f.
c.f.
For counterpoint below: c.f.
172
cpt.
P5
c.f.
?Ó
cpt.
c.f.
&w
w
P8
?˙ Ó
The Structural Elements of Music
4/10/08 4:02:51 PM
Ending the Counterpoint
The cadence pattern (2–1 in the cantus firmus and 7–8 in the counterpoint) established in first species is maintained in the second species. The second half note in the next to last measure of the counterpoint must be the leading tone. The cadence patterns in the counterpoint for second species are shown in Figure 8.28. As you can see, it is possible to revert to first species in the cadence.
Figure 8.28 For counterpoint above: cpt.
& ˙ #˙
›
& #w
cpt.
›
5
8
6
8
›
& w
›
6
&w c.f.
c.f.
For counterpoint below: c.f.
&w 5
c.f.
& w 3 #w ?
› ›1
3
? ˙ #˙ cpt.
Filling in the Remaining Notes
› ›1
cpt.
1. The first half note in each measure must be a consonance (perfect or imperfect). 2. The second half note in each measure may be a consonance or a dissonant passing tone. Leaps to or from a dissonance are not allowed. Allowable dissonances are M2, m2, P4, A4, d5, M7, m7, M9, and m9. The only allowable dissonance in second species is the passing tone.
Figure 8.29 Dissonant passing tones:
˙ & ˙ ˙ ˙ 8
7
& w c.f.
3
w
6
˙ ˙ ˙ ˙ 3
w
4
6
w
5
c.f.
3
2
3
w
c.f.
w
w
w
6
˙ ˙ ˙ ˙
3
4
6
5
˙ ˙ ˙ ˙
c.f.
3. If two successive measures have the same perfect consonance (P1, P5, P8) on the first beat, the ear will hear them as if the intervening note was not present. The result is unacceptable parallel perfect consonances. CHAPTER 8
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Figure 8.30 This counterpoint:
&
˙ ˙
˙ ˙
5
5
3
& w
Has this effect:
6
w
w
˙
5
w
This counterpoint:
˙ ˙
˙ ˙
5
8
8
w
w
6
Has this effect:
w
˙
8
8
w
w
5
w
4. You may use a unison on the second half of the beat in second species but never on the first beat.
Figure 8.31 Correct:
& ˙ ˙ 3
1
˙ ˙ 3
& w
6
Incorrect:
˙ ˙
˙ ˙
5
1
3
w
w
w
3
5. It is best to approach and depart from leaps greater than a third in contrary motion. Stepwise motion is preferred because it usually results in a better melodic line.
Figure 8.32 Step Leap Step down up down
& ˙ ˙
˙
3
3
5
& w
Step Leap Step up down up
˙
˙ ˙
˙ ˙
˙
8
6
5
8
w
5
w
6
w
˙
˙ ˙
3
5
w
3
w
6. Repeated notes, tied notes, sequences, and repeated melodic figures are not allowed in second species counterpoint.
Figure 8.33 Incorrect:
&˙ ˙ Repeated note
&w 174
3711_ben01877_Ch08pp163-190.indd174 174
PART B
Incorrect:
Incorrect:
Tied note
Sequence
˙ ˙
w
˙ ˙ w
˙ ˙
˙ ˙
Incorrect:
˙ ˙
˙ ˙
Repeated figure
w
w
w
w
The Structural Elements of Music
4/10/08 4:02:52 PM
Writing Third Species Counterpoint
In third species counterpoint you will write four notes for each note of the cantus firmus. You may wonder why there is no species with three notes in the counterpoint. This is because species counterpoint is based entirely on common time and three-against-one counterpoint would require triplets.
Beginning the Counterpoint
The first measure of the exercise may contain four quarter notes or a quarter rest and three quarter notes.
Figure 8.34 Cpt. beginning on first quarter:
Cpt. beginning on second quarter:
& Œ œ œ œ œ œ œ œ
& œ œ œ œ œ œ œ œ 8
7
6
5
3
& w
1
2
3
8
7
6
3
& w
w
4
5
3
w
The first note in the counterpoint must form a perfect consonance with the cantus firmus whether it is on the first or second beat (see Figure 8.34). The allowable consonances are the same as for the first notes in first and second species counterpoint. Ending the Counterpoint
The next to last note of the counterpoint must be the leading tone, just as in first and second species counterpoint. Fux suggests the following standard patterns for the next to last measure. Feel free to use these patterns or make up your own. (The dissonance in Figure 8.35b will be explained in item 3 of the next section.)
Figure 8.35 For counterpoint above: a. cpt.
& œ œ œ #œ 3
4
5
&w c.f.
Filling in the Remaining Notes
6
b.
cpt.
œ œ œ #œ
›
8
8
8
›
&w
›
&
7
5
6
For counterpoint below: c. c.f.
& w 3
›
c.f.
› 5
4
3
1
& #œ œ œ œ
›
cpt.
1. The first note in each measure must be a consonance (perfect or imperfect). 2. The remaining three notes may be dissonant or consonant, but one of the last two notes in each measure must be a consonance.
Figure 8.36 Acceptable practice: first quarter and one of the last two quarters are consonant.
& œ œ œ œ 6
7
& w CHAPTER 8
3711_ben01877_Ch08pp163-190.indd175 175
8
7
œ œ œ œ
œ œ œ œ
5
3
4
3
w Species Counterpoint
1
w
4
d5
6
œ œ œ œ 5
6
7
8
w 175
4/10/08 4:02:53 PM
3. Allowable dissonances include the accented and unaccented passing tones, the upper and lower neighboring tones, and a figure called the nota cambiata. The nota cambiata occurred primarily in Renaissance music. It is the only dissonance in species counterpoint in which there is a leap away from a dissonance.
Figure 8.37 Unaccented PT:
& œ œ œ œ 8
7
6
& w
5
Accented PT:
Upper NT:
œ œ œ œ
œ œ œ œ 5
6
7
Lower NT:
8
3
4
3
6
w
w
Nota cambiata:
œ œ œ œ
œ œ œ œ
3
8
2
3
1
w
7
5
6
w
The nota cambiata always has the same interval pattern: a step down, a third down, and a step up. The first and third notes in the pattern must be consonant, but the second and fourth may be dissonant. (Note that in Figure 8.35b you see the nota cambiata as part of a cadence formula.)
Figure 8.38 Must be consonant
& œ
œ
Step Third down down
œ
œ
œ Step up
œ
œ
œ
May be consonant or dissonant
The nota cambiata must begin on the first or third quarter of the measure.
Figure 8.39 NC beginning on third quarter:
NC beginning on first quarter:
& œ œ œ œ 8
& w
7
5
6
œ œ œ œ
œ œ œ œ
3
3
4
5
4
w
4
5
8
w
4. Allow at least two notes between perfect fifths and octaves to avoid the effect of parallel perfect intervals.
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Figure 8.40 5ths OK with two notes between:
œ œ œ & œ 3
& w
5
6
3
5ths not OK with one note between:
œ œ œ œ
œ œ œ œ
œ œ œ œ
5
3
5
4
3
1
w
w
6
5
3
4
3
1
w
5. Watch out for melodic designs of four to six notes that are repeated or transposed elsewhere in the exercise. Avoid repeated melodic motives.
Figure 8.41 Avoid repeated melodic motives:
& œ œ œ œ 3
4
5
3
& w
œ œ œ œ
œ œ œ œ
œ œ œ œ
6
3
6
5
4
w
3
w
4
5
3
7
8
6
w
6. Do not write melodic motives that are simple arpeggios. Remember to use leaps sparingly in species counterpoint.
Figure 8.42 Avoid obvious arpeggiations:
œ œ & œ œ 5
8
5
3
& w
Writing Fourth Species Counterpoint
Fourth species counterpoint is a study in suspensions, and the goal is to include as many of these devices as possible. The fourth species is the first that allows, and even encourages, dissonance on the first beat of the measure. Figure 8.43 shows a typical fourth species example.
CHAPTER 8
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Species Counterpoint
177
4/10/08 4:02:54 PM
Figure 8.43
& w 1
? Ó
w
w ˙
2
3
˙ ˙
Beginning the Counterpoint
6
w
w 3
2
˙ ˙
3
˙ ˙
6
w 3
˙ ˙
2
w 3
w
2
˙ ˙
3
˙ ˙
2
w 3
›
2
˙ ˙
3
1
˙ ˙
›
Begin the counterpoint with a half rest and a half note. The first note must be one of the consonances allowed at the beginning in the other species.
Figure 8.44 For counterpoint above: cpt.
&Ó
˙
˙
˙
8
7
6
&w
cpt.
&Ó
˙
˙
5
7
6
&w
w
c.f. Ending the Counterpoint
˙
For counterpoint below: c.f.
&w
w
&Ó
w
c.f.
1
2
3
˙
˙
˙
cpt.
The cadence patterns in fourth species are similar to those of previous species in that the counterpoint must arrive on the leading tone. Figure 8.45 shows typical cadence formulas in fourth species, with a suspension as a part of the pattern. Feel free to reproduce these formulas as cadence patterns for your counterpoints.
Figure 8.45 For counterpoint above: cpt.
&˙ ˙ 3
&w
6
˙ #˙
›
7
8
w
c.f. Filling in the Remaining Notes
6
›
˙ ˙
˙ #˙
›
3
7
8
6
›
&˙ ˙
cpt.
&
For counterpoint below: c.f.
&w
6
w
6
c.f.
&w
w
3
2
› 3
1
˙ #˙
›
cpt.
Writing fourth species counterpoint requires you to look ahead to see what interval will be created in the following measure since the second half note in most measures will be tied over. 1. The second half note in every measure must be a consonance. 2. The first half note in the measure may be consonant or dissonant. The only dissonance allowed is the suspension. The three allowable suspension patterns are shown in Figure 8.46. Use these suspension patterns as often as possible since suspensions are the goal in fourth species counterpoint.
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Figure 8.46
& ˙ 3
˙
˙
˙
˙
˙
˙
˙
6
7
6
6
5
4
3
& w
w
w
w
w 6
˙
w 3
˙
2
˙
3
˙
3. If you cannot arrange a suspension on the first beat of a measure, write tied consonant notes, if possible.
Figure 8.47
& ˙
˙
˙
3
5
6
& w
˙
˙
3
3
˙
˙
˙
˙
6
5
3
10
w
w
w
˙
˙
˙
6
5
6
w
w
4. If neither a suspension nor a tied consonance is possible, it is permissible to break the fourth species pattern and write untied half notes. Notice that the examples of fourth species counterpoint presented in Figure 8.5 and in Figure 8.43 have one instance where the ties are broken. Try to limit the number of such exceptions to one or two per exercise. 5. In fourth species it is sometimes possible to write sequences where successive fifths have only one note between. These patterns are not considered incorrect if no leaps are involved. Leaps tend to place undue emphasis on the fifths and are unacceptable.
Figure 8.48 Acceptable:
Beginning the Counterpoint
˙
˙
˙
˙
˙
˙
˙
˙
6
5
6
5
5
6
5
6
5
w
w
w
˙
˙
˙
8
5
6
w
w (leap)
Fifth species counterpoint combines the basic elements of the other four species, accompanied by several requisites to accommodate the shift from one species type to the next. Fifth species also introduces the rhythmic value of the eighth note. The exercise should begin with either second or fourth species (see Figures 8.26–8.27 for second species and Figure 8.44 for fourth species). Although it is permissible in these two species to begin with a half note, fifth species most often begins with a half rest.
CHAPTER 8
3711_ben01877_Ch08pp163-190.indd179 179
Unacceptable:
& ˙
& w
Writing Fifth Species Counterpoint
Acceptable:
Species Counterpoint
179
4/10/08 4:02:55 PM
Ending the Counterpoint
It is recommended that you use fourth species to conclude the counterpoint (see Figure 8.45). Although any of the standard cadential patterns presented thus far may appear in concluding measures, fifth species examples frequently end with a suspension. As we will see later, you can decorate these concluding suspensions with embellishments.
FIlling in the Remaining Notes
Use second, third, and fourth species to fill in the remaining notes. It is important not to exploit one species type over the others. The counterpoint should be characterized by rhythmic variety, but within the context of good melodic contour and rhythmic flow. As a general rule, do not use one species type for longer than two and a half measures. The note values associated with species one, two, three, and four receive very specific application in fifth species counterpoint. 1. The whole-note value observed in first species will appear only in the last measure. Do not use whole notes to complete any other part of the counterpoint. 2. The individual half note from second species should emerge most often at the beginning of the measure (on the first quarter). Avoid positioning half notes on the second quarter because it will create syncopation—a rhythmic effect considered to be unstylistic. Half notes can begin in the second half of the measure (on the third quarter) but should be tied to a half note or quarter note at the beginning of the next measure.
Figure 8.49 Acceptable:
& ˙
œ œ
Unacceptable: Acceptable:
œ ˙
œ
˙ ˙
Acceptable:
˙ ˙
˙ ˙
œ œ œ œ
It is important to remember that if two notes are tied, the first note is required to be a half note. The second note may be a half or quarter note. No other note values may be tied together in fifth species writing.
Figure 8.50 Acceptable:
Acceptable:
˙
˙
&
˙
œ
Unacceptable:
œ ˙
3. Third species is frequently used to create forward momentum within a counterpoint. Quarter notes should never appear in isolated pairs in place of a half note.
Figure 8.51 Unacceptable:
& ˙
˙
œ œ ˙
4. The tied half notes and suspensions of fourth species maintain their original rhythmic placement when appearing in fifth species. The two half notes must be tied over the barline and should never be tied within the same measure together.
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Figure 8.52 Acceptable:
Unacceptable:
˙
& ˙
˙
œ œ œ œ
˙
˙
OK
˙
Not allowed
5. In addition to the duration values presented in the first four species, eighth notes may be included—but sparingly and as pairs. In general, no more than one eighth-note pair should occur every two measures. Eighth notes must be approached and left by step, and occur on the second or fourth quarters. 6. Eighth notes can appear as lower neighboring tones, but not as upper neighboring tones. The lower neighbor can occur as either the first or second note of an eighth-note pair.
Figure 8.53 PT allowed:
& œ œœœ œ 5
& w
PT 6 7 8
7
Lower NT allowed:
œ
etc.
3
˙ ˙
œ œœœ œ œ
3
4
w
w
3
w
NT 3 2 3
2
Upper NT not allowed: etc.
3
˙ ˙
œ œœœ œ œ
3
4
w
w
3
w
NT 3 4 3
2
etc.
3
w
7. Suspensions are often decorated in fifth species. These embellishments are typically achieved through the use of a single quarter note or a pair of eighth notes. a. The resolution pitch of a suspension may be anticipated by a quarter note. b. The dissonant pitch of the suspension may be embellished with a quarter-note escape-tone type figure. c. A quarter-note consonant leap to a consonant interval may follow the dissonant pitch. d. Double eighth notes may be used to anticipate the resolution if the second eighth is a lower neighboring tone. As you can see in Figure 8.54, the application of these ornaments requires you to alter the value of the dissonant pitch to accommodate the embellishment.
Figure 8.54 a.
& ˙ 3
& w
b.
˙
œ œ ˙
6
7 6 6
3
w
w
˙
˙
œ œ ˙
c.
6
7 8 6
3
w
w
CHAPTER 8
ben01877_ch08.indd 181
˙
d.
˙
œ œ ˙
6
7 3 6
3
w
w
Species Counterpoint
˙
˙
œ œœ˙
6
7 6 5 6
w
181
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3711_ben01877_Ch08pp163-190.indd182 182
4/10/08 4:02:58 PM
Assignment 8.1
Following are six cantus firmi composed by Fux based on the modal scales. Write the name of each mode in the blank provided.
w
1. ____________________
& w
w
w
& w
w
w
w
w
w
w
w
2. ____________________
w
w
w
w
w
w
w
w
w
w
& w
w
3. ____________________
4. ____________________
5. ____________________
6. ____________________
Assignment 8.2
w
w
&
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
5. ____________________
b &bb
w
w
w
w
w
w
w
w
w
w
›
w
w
›
w
w
›
w
w
w w w
w
›
w w › w
w
w
2. ____________________
#
w
w
w
w
›
w
w
w
w
w
w
w
w
w
w
w
w
4. ____________________
bb
w
w
w
w
6. ____________________
w
w
CHAPTER 8
3711_ben01877_Ch08pp163-190.indd183 183
w
w w w w w w w w w
& w
3. ____________________
# & # w
w
w
Following are six modal scales that have been transposed. Write the name of each mode in the blank provided.
1. ____________________
&b w
&
w
w
w
w
w
###
w
Species Counterpoint
w
w
w
183
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Assignment 8.3
Compose a counterpoint in first species for each cantus firmus that follows. 1. Make sure your counterpoint observes the principles for first species writing. 2. Pay particular attention to the proper beginnings and endings for each example. 3. Analyze all harmonic intervals using numbers.
1. Schenker
& &w
w
w
w
w
w
w
w
w
›
w
w
w
w
w
w
w
w
›
2. Schenker
&w ? 3. Fux
& &
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
›
w
w
w
w
w
w
w
w
w
w
›
4. Fux
& ?
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Assignment 8.4
Compose a counterpoint in second species for each cantus firmus that follows. 1. 2. 3. 4.
Make sure your counterpoint observes the principles for second species writing. Pay particular attention to the proper beginnings and endings for each example. Analyze all harmonic intervals using numbers. Circle each number representing dissonance. All dissonances should be passing tones.
1. Schenker
& &w
w
w
w
w
w
w
w
w
›
w
w
w
w
w
w
w
w
›
2. Schenker
&w ? 3. Fux
& &
w
w
w
w
w
w
w
w
w
w
w
›
w
w
w
w
w
w
w
w
w
w
w
›
4. Fux
& ?
CHAPTER 8
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Species Counterpoint
185
4/10/08 4:02:59 PM
Assignment 8.5
Compose a counterpoint in third species for each cantus firmus that follows. 1. 2. 3. 4.
Make sure your counterpoint observes the principles for third species writing. Pay particular attention to the proper beginnings and endings for each example. Analyze all harmonic intervals using numbers. Circle each dissonant number and write the abbreviation for the dissonance name nearby.
1. Schenker
& &w
w
w
w
w
w
w
w
›
w
w
w
w
w
w
w
›
& &w
2. Schenker
&w ?
&w ?
186
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3. Fux
& &w
w
w
w
w
w
w
w
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& &w
4. Fux
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CHAPTER 8
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Species Counterpoint
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Assignment 8.6
Compose a counterpoint in fourth species for each cantus firmus that follows. 1. 2. 3. 4.
Make sure your counterpoint observes the principles for fourth species writing. Pay particular attention to the proper beginnings and endings for each example. Analyze all harmonic intervals using numbers. Circle each number representing dissonance. All dissonances should be suspensions.
1. Schenker
& &w
w
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w
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›
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›
2. Schenker
&
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?
3. Fux
& ?w
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PART B
The Structural Elements of Music
4/10/08 4:03:00 PM
Assignment 8.7
Compose a counterpoint in fifth species for each cantus firmus that follows. 1. 2. 3. 4.
Make sure your counterpoint observes the principles for fifth species writing. Pay particular attention to the proper beginnings and endings for each example. Analyze all harmonic intervals using numbers. Circle each dissonant number and write the abbreviation for the dissonance name nearby.
1. Schenker
& &w
w
w
w
w
w
w
w
›
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w
w
w
w
w
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›
& &w 2. Schenker
&w ?
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Species Counterpoint
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3. Fux
& w
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4. Fux
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PART B
The Structural Elements of Music
4/10/08 4:03:01 PM
CHAPTER
9 Voice Leading in Four-Part Chorale Writing
TOPICS
IMPORTANT CONCEPTS
Four-Voice Texture
Pedal Bass 64 Parallel P5ths Parallel P8ths Parallel Unisons Crossed Voices Spacing Overlap Unequal Fifths
Four-Voice Texture Chorale Stylistic Practice Common Tone Doubling Cadential 64 Passing Bass 64 Arpeggiated Bass 64
Soprano Alto Tenor Bass Close Position Open Position
Beginning with this chapter and continuing through volume 1 and much of volume 2, we will place considerable emphasis on the voice-leading practices of the eighteenth- and nineteenth-century composers. Four-part writing demonstrates in an uncomplicated fashion the principles that are the basis of compositions from this time period. In four-voice textures, the interaction of harmony and melody and their equal importance become clear. The four individual melodic lines come together, generating a chord, while maintaining smooth melodic connections from pitch to pitch. We can observe clearly many of the voice-leading conventions that dominate common-practice-period tonal music in eighteenth-century four-voice compositions.
Figure 9.1 Genevan Psalter: Old 124th, mm. 1–4.
& b 22 ˙˙ ? b 22 ˙˙ F:
I
œœ œœ œ œœ œ
˙˙ ˙ ˙
˙˙
V
IV
I
I
œœ œ œ
œœ œœ œœ œœ œ œ œ œ
V
vi
˙˙
The chord symbols show that each melody tone is harmonized with a triad in the key of F major.
IV
V
U ww w w I
The cadence is perfect authentic.
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Notice the melodic contour of the bass voice. It consists mostly of leaps because the bass voice sings the root factor of each of the chords in the phrase. In four-voice textures the bass is usually a harmonic voice that is controlled more by the chords than by melodic considerations. (We will see later how the use of inversions can help smooth out the bass voice.) In contrast to the bass voice, the soprano, alto, and tenor voices move mostly in conjunct motion.
History
Chorale harmonizations reveal many of the basic idioms of four-part writing in the baroque style. The principles that govern chord progression and voice leading are inherent in chorales, and we can view these practices in their simplest forms without the confusion resulting from the study of large-scale works.
Chorales in the Music of Bach
The chorale was the congregational hymn in the German Protestant church at the time of J. S. Bach (1685–1750). Chorale melodies of the eighteenth century were derived from a variety of sources: (1) Latin hymns of the Catholic church, (2) pre-Reformation popular hymns, (3) popular songs of the period, and (4) some original hymn tunes composed by Protestant church musicians. Martin Luther (1483–1546), the founder of the German Protestant movement, was a strong believer in the value of congregational singing during church services. Thus, the chorales became the foundation of liturgical music in the Protestant church. J. S. Bach, who spent the majority of his life as a Protestant church musician, employed chorale melodies in many of his compositions. This body of music is generally regarded as the apex of artistic development of chorale-based liturgical music. Many of Bach’s cantatas are climaxed by a four-part setting of a chorale tune. Thus, the chorale settings, which we will examine throughout this book, form an important part of the artistic output of Bach and are worthy models for study.
APPLICATIONS
The best way to understand the practices of eighteenth-century voice leading is to examine works by composers of the period. The following phrases from chorale harmonizations by J. S. Bach have furnished models of good voice leading to generations of students. The excerpts from these chorales in Figure 9.2 will be examined in detail to illustrate typical voice-leading practice. The numbers labeled “stylistic practices” will be explained following the initial presentation of the excerpts.
Figure 9.2 1. Bach: “Lobt Gott, ihr Christen, allzugleich” (“Praise God, Ye Christians, All Together”), BWV 376, mm. 1–2 (transposed).
# & c œœ
œ œ œ œ œ œ œ œ œ œœ œœ œœ œ
? # c œœ
Stylistic practice:
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PART B
6
I ___ 1
G:
V ___ 2 6
V ___ 3 5
1
œ œ
œœ œ
œ œ œ œ œ
6
I ___ 4
I ___ I ___ 5 6 5
U œ œ œ œ œ
œœ
5
IV ___ 7 1
œ œ
V ___ 8 4
I ___ 9 2
The Structural Elements of Music
4/10/08 4:03:33 PM
2. Bach: “Ach Gott, vom Himmel sieh’ darein” (“Oh God, Look Down from Heaven”), BWV 2, mm. 1–2.
b & b c # œœ
œœ
# œœ
œ
œœ
œ ? bb c œ
œœ
œœ
œœ
œ œ œ
g: Stylistic practice:
V ___ 10
6 vii ___ø
i ___ 11
12
1
7
6
i ___ 13
œ #œ 6
i ___ 14
6
U # œœ
œœ œ œœ
V ___ 15
5
6
œ œ
œ œ
i ___ 16
V ___ 17
6
1
3. Bach: “Wer weiss, wie nahe mir mein Ende” (“Who Knows How Near My End May Be”), BWV 166, mm. 1–3.
b &b c
œœ # œœ
? bb c œ œ g:
i ___ 18
Stylistic practice:
œ œ
œœ
œœ
œ œ
6
V ___ 20
i ___ 19 5
6
œ œ
œ œ
œ # œœ
œœ
i ___ 21 6
V ___ 22 1
œœ # ˙ ˙ œ ˙ œ ˙ 6
ii ø ___ 24
VI ___ 23 4
U œœ
8
# œœ
V ___ 25
V ___ 26
8
5
4. Bach: “Der Tag, der ist so freudenreich” (“This Day Is So Joyful”), BWV 294, mm. 1–2 (modified).
# & c œœ ? # c œœ œ G: Stylistic practice:
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œ œ J œ œ œ œ œ œ œ œ œœ
I ___ 27
œœ .
IV ___ 29
vi ___ 28 3
3
ii ___ 30 3
U œœ œ œ œ ˙ . J ˙ œ œ œœ˙ œ œ ˙
œœ œ œ I ___ 31
4
V ___ 33
IV ___ 32 1
4
Voice Leading in Four-Part Chorale Writing
I ___ 34 2
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5. Bach: “Nun danket alle Gott” (“Now Let Us All Thank God”), BWV 386, mm. 1–2 (transposed).
# & c œœ
œœ
?# c œ œ
œœ
G: Stylistic practice:
Analysis of the Chorale Phrases
Stylistic Practices
I ___ 35
œ œ
œœ
6
I ___ 36
I ___ 37
5
œ
œ œ
I ___ 38
IV ___ 39
œ
œ
5
œ œ
5
1
œ œ
œ
œ 6
IV ___ 40 5
IV ___ 41 5
U ˙˙
Œ
˙˙
Œ
I ___ 42 1
Although the 42 chords contained in the five phrases in Figure 9.2 do not by any means constitute a sample large enough for a thorough and valid study, they do illustrate some of the important and recurring patterns in voice leading that have become established procedures. A thorough analysis of the five phrases is well worth the effort. Rather than examining the phrases on a chord-by-chord basis, we can save time by searching through adjacent triads for voice-leading patterns that are repeated regularly. Also, a better understanding results if we search in an organized manner—by classification of root movement. A stylistic practice is a common method for part writing a particular progression. For example, stylistic practices 1 and 2 below refer to chords whose roots are a P5th or P4th apart. There are no fewer than eight examples of stylistic practice 1 in the five phrases. They connect the following root position chords: 3–4, 6–7, 10–11, 16–17, 21–22, 31–32, 38–39, and 41–42.
Figure 9.3 Bach: Excerpts Illustrating Stylistic Practice 1.
b b # œœ
œœ
U bb œ œ œ #œ
œ œ œ œ œ œ ? # œ œœ œ # œ œ œ œ b œ b
œœ
œ bb œ
œ œ
i ___ 11
i g: ___
V ___ 17
a.
# & œœ
V G: ___ 3
I ___ 4
œœ
21
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PART B
V ___ 22
c.
œ œ
I ___ IV G: ___ 6
f.
? b b œ # œœ i g: ___
# œ œ
œœ
e.
b & b œœ
b.
# œ œ #
œ œ
I G: ___ 31
V g: ___
7
10
g.
œœ œ # œœ œ œ IV ___ 32
d.
œ œ
16
U ˙ ˙
h.
# œ œ
œ œ # œ œ œ œ # œ œ ˙˙ I ___ IV G: ___ 38 39
IV ___ I G: ___ 41
42
The Structural Elements of Music
2/16/09 10:50:33 AM
Two examples of stylistic practice 2 can be observed in the five phrases. They occur between chord numbers 8–9 and 33–34.
Figure 9.4 Bach: Excerpts Illustrating Stylistic Practice 2.
U # œ œ œ & œ œ a.
? # œœ 8
Root Position
#
œ œ J œ œ ˙ # œœ ˙
œ œ
V G: ___
U ˙˙
b.
I ___ 9
V G: ___ 33
I ___ 34
When both chords are in root position, and the two roots lie a perfect 5th or 4th apart: 1. Keep the common tone (the tone shared by both triads) and move the remaining two upper voices stepwise to the chord tones of the next triad. If handled correctly, the roots of the chords will be doubled. 2. If you cannot keep the common tone, especially when the soprano voice descends scale degrees 2ˆ to 1ˆ, move all three upper voices in similar motion to the nearest chord tone. If handled correctly, the roots will be doubled.
Figure 9.5
&
bb
ˆ2
? b b œœ
œœ œ œ
g:
i
# œœ
V
1. Keep common tone; move other voices by step to nearest chord tone.
ˆ1
b & b œœ
œ œ
? b b # œœ
œœ
g:
i
V
2. Do not keep common tone; move all three upper voices in similar motion to nearest chord tone.
The excerpts contain three examples of chord roots that lie a third apart. These connect the chords in Figure 9.2 numbered 27–28, 28–29, and 29–30.
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Voice Leading in Four-Part Chorale Writing
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Figure 9.6 Bach: Excerpts Illustrating Stylistic Practice 3. a.
&
b.
#
œœ ? # œœ œ
#
œœ
vi ___ 28
27
#
œ œ œœ . J œ œ # œ œ œ
œœ œ # œœ œ œ œ
œœ œ
I G: ___
c.
œœ
vi G: ___
IV ___ 29
28
IV G: ___
ii ___ 30
29
All adhere to the stylistic practice that is followed when roots lie a third (major or minor) apart: 3. Keep both common tones and move the remaining upper voice stepwise. If handled properly, the roots of the two chords will be doubled.
Figure 9.7
b & b œœ
œ œ
? b b œœ
œœ
g:
VI
i
Keep both common tones.
For adjacent chord roots that lie a major or minor second apart, four examples, all following stylistic practice 4 explained in the following paragraph, can be cited. These occur in Figure 9.2 between chords 7–8, 22–23, 30–31, and 32–33.
Figure 9.8 Bach: Excerpts Illustrating Stylistic Practice 4. a.
&
# œ œ
b.
œ œ bb œ œ œ
? # œœ œ œœ IV G: ___ 7
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PART B
V ___ 8
b b # œœ V g: ___ 22
c.
œ œ œœ VI ___ 23
#
d.
œ œ œœ ( œ)
# œ œ
œ œ
ii G: ___
I ___ 31
30
# œ œ œ. œ œ J œ œ # œ œœ œ
IV G: ___ 32
V ___ 33
The Structural Elements of Music
4/10/08 4:03:37 PM
When roots lie a second apart: 4. Move the three upper voices in contrary motion to the bass, making sure that each voice moves to the nearest chord tone of the next chord. If handled correctly, the roots of the two chords will be doubled. An exception is the progression V to vi or VI. In this case, double the third factor of the vi or VI triad. Only two upper voices will move in opposite direction to the bass.
Figure 9.9 Exception:
b & b œœ
œœ
b & b # œœ
? b b œœ
# œœ
? b b œœ
V
g:
g:
iv
Upper voices in contrary motion to bass.
œ œ œœ
V
VI
Double third of VI triad.
Often in the five chorale phrases, two adjacent chords are the same (example: I followed by another I). The second chord is simply a continuation of the first, and the two are not considered a chord progression. Much flexibility is available to you and only two general warnings are necessary. In the five chorale phrases in Figure 9.2, there are 11 examples of repeated triads: 2–3, 4–5, 5–6, 13–14, 18–19, 25–26, 35–36, 36–37, 37–38, 39–40, and 40–41.
Figure 9.10 Bach: Excerpts Illustrating Stylistic Practice 5. a.
# œ œ & œ œ œ œ œ ? # œœ œ V6 G: ___ 2
V ___ 3
f.
b & b # ˙˙
U œœ
? b ˙˙ b
# œœ
g:
V ___ 25
V ___ 26
b.
# œ œ
6
I ___ 5
4
g.
œœ
œ # œ œ
œ bb œ
œ œ œ
I 6 ___ I G: ___
i6 g: ___
œœ
# œ œ
œœ œ
I G: ___ 35
I ___ 36
5
h.
# œ œ
e.
bb œ
œ # œœ œœ œ I G: ___
d.
# œ œ
œœ
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c.
# œ œ
6
œœ
13
i.
# œ œ
# œœ œ œ # œ œ I G: ___ 36
6
I ___ 37
bb
i ___ 14
œœ
œœ
œ bb œ
œœ
i g: ___
i ___ 19
18
j.
# œ œ
# œ œ
œ œ
# œœ œ œœ # œœ œ
I 6 ___ I G: ___ IV G: ___ 37 38
k.
39
Voice Leading in Four-Part Chorale Writing
6
IV ___ 40
IV 6 ___ IV G: ___ 40
41
197
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When chords are repeated: 5. Maintain proper doubling and range of voices, and keep the usual order of voices (soprano, alto, tenor, and bass). Otherwise, you are quite free to exchange chord factors among voices. Sometimes a change of position takes place (example: I to I6).
First-Inversion Triads First-Inversion Triads for Smooth Bass Melodies
First-inversion triads are used for a number of purposes, including to smooth bass lines and to provide melodic motion in repeated chords. Triads in root position establish stability in the chorale and are considered anchor positions, but if all chorales or hymns were composed only of root positions, bass lines would be disjointed. Stepwise movement would be possible only with adjacent chords that are a step apart (IV to V, V to vi, etc.). One of the reasons first inversions are employed is to provide smooth bass lines with a musical balance of steps and skips.
Figure 9.11 Bach: “Wer weiss, wie nahe mir mein Ende” (“Who Knows How Near My End May Be”), BWV 166, m. 1.
b & b œœ ? b b œœ
œ œ
# œœ
œ 6
g: ___ i
V ___ 20
19
First-Inversion Triads to Provide Melodic Motion
œœ
i ___ 21
Not only do first-inversion triads diminish the angularity of a bass line, but they may also add another ingredient not available to root positions—they provide an opportunity to incorporate melodic motion in the bass melody.
Figure 9.12 Bach: “Nun danket alle Gott” (“Now Let Us All Thank God”), BWV 386, m. 1 (transposed).
&
# œ œ
? # œœ I G: ___ 36
œœ œ
œ 6
I ___ 37
œ I ___ 38
A number of other fundamental reasons exist for the use of first-inversion triads, but we will discuss them as we find them in music literature.
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PART B
The Structural Elements of Music
4/10/08 4:03:39 PM
Voice Leading in First-Inversion Triads
The five chorale phrases that Bach harmonized (Figure 9.2) contain nine first-inversion triads. Careful examination of all of these examples indicates that you must treat each first-inversion triad in relation to surrounding chords. Therefore, they do not form preferred patterns of voice leading as in the case of root-position triads. First-inversion involvement occurs in the following groups of chords: 1–3, 4–6, 11–14, 14–16, 19–21, 23–25, 36–38, 39–41.
Figure 9.13 Bach: Excerpts Illustrating Stylistic Practices 6, 7, and 8. a.
&
#
b.
œœ
? # œœ I G: ___ 1
# œ œ œ œ œ œœ œœ œ # 6
V ___ 2
V ___ 3
œœ
œœ
œ œœ œœ œ œ
I G: ___ 4
e.
c.
6
I ___ I ___ 5 6
b b œœ # œœ
œ
œœ
b b œœ
œ bb œ
œœ
œ œ œ
œ œ bb œ œ # œ
i g: ___ 11
f.
œœ
œ œ
bb œ œ
œœ
# ˙˙
? b œœ b
# œœ
œ
œ bb œ
œ œ
˙ ˙
i ___ 21
VI g: ___
19
6
V ___ 20
23
œœ
6 vii i6 ___ø ___
12
13
g.
b & b œœ
i g: ___
6
ii ø ___ 24
d.
V ___ 25
# œ œ
i ___ 14
36
V ___ 15
14
œœ
6
I ___ I ___ 37 38
œ œ 6
i g: ___ h.
# œ œ
i ___ 16
œ œ
œ œ # œ œ œ œ
# œœ œ œ œ I G: ___
œœ œ œœ
IV G: ___ 39
IV 6 ___ IV ___ 40 41
One general stylistic practice statement suffices for voice leading in first-inversion major and minor triads as they occur in chorales or hymns: 6. Double any triad factor that facilitates smooth voice leading. Favored notes are the soprano (found often) and bass (slightly less common). Never double the leading tone (seventh scale degree). Observe general recommendations regarding voice ranges, order of voices, and spacing. The vii ø 6 Triad
The leading-tone triad is nearly always found in first inversion and progresses most often to the tonic. You should think of it as having a dominant function because the two (V and vii ø 6 ) have two pitches in common (in C major: G–B–D and B–D–F). Voice leading for the vii ø 6 triad: 7. Double the third (bass note) or fifth factor. The bass note is preferred. Move all voices with as much stepwise movement as possible. Avoid melodic skips of a tritone. Chord 12, shown in both Figures 9.2 and 9.14, represents typical voice leading for the vii ø 6 triad—the bass note (the third of the triad) is doubled.
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Figure 9.14 Bach: “Ach Gott, vom Himmel sieh’ darein” (“Oh God, Look Down from Heaven”), BWV 2, m. 1.
b & b œœ œ ? bb œ g:
The ii ø 6 Triad
i ___ 11
Doubled 3rd (bass note)
# œœ
œ
œœ
œœ
6 vii ___ø
6
i ___ 13
12
One final detail remains. Chord 24 of the five chorale phrases (Figure 9. 2) is a ii ø 6 triad that has not yet been discussed. Both vii ø 6 and ii ø 6 are diminished triads, but they do not function in a similar manner: vii ø 6 is related to dominant function and usually progresses to the tonic; ii ø 6 has pre-dominant function and precedes the dominant. Voice leading for the ii ø 6 triad in minor keys: 8. Double the third (bass note) or the root, which will be in an upper voice. When approaching or leaving the ii ø 6 triad, make voice leading stepwise whenever possible and avoid melodic tritones. Chord 24, shown in both Figures 9.2 and 9.15, represents typical voice leading for the ii ø 6 triad—the bass note (the third of the triad) is doubled.
Figure 9.15 Bach: “Wer weiss, wie nahe mir mein Ende” (“Who Knows How Near My End May Be”), BWV 166, m. 2.
b &b œ œ ? b b œœ g:
Second-Inversion Triads
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VI ___ 23
Doubled 3rd (bass note)
œœ œ œ
# ˙˙ ˙˙ 6
ii ø ___ 24
6
V ___ 25
You should use the second inversion of any triad with extreme caution because of its unstable nature. The chord contains the interval of a fourth and cannot be used in the functional way that typifies both root position and first-inversion triads. The second-inversion position of the tonic chord is common, but that of other triads is found only occasionally. You should employ second-inversion triads ( 64 chords) only in one of the following ways:
PART B
The Structural Elements of Music
4/10/08 4:03:40 PM
Cadential—The tonic 64 chord resolves to the V chord at the cadence. Used in this manner, the 64 chord is a decoration of the V chord. The bass note is doubled (Figure 9.16a). Passing Bass—The bass note (5th factor) of the 64 acts as a passing tone. The passing bass may be found as a tonic 64 between the IV and IV 6 chords (Figure 9.16b) or as a dominant 64 between the I and I 64 chords (Figure 9.16c). The bass note is doubled. Arpeggiated Bass—The bass note (5th factor) participates in an arpeggiation of the same chord (Figure 9.16d). This usage of 64 chords occurs occasionally with triads other than the tonic. The bass note is doubled. Pedal Bass—Also known as stationary bass or neighboring tone chords, the bass note (5th factor) is preceded and followed by the same tone and is placed between two root positions of the same triad. This type also occurs occasionally with the IV 64 (Figure 9.16e) as well as the tonic (figure 9.16f). The bass note is doubled.
Figure 9.16 Cadential: a.
& œœ
œ œ œ œ œ œ
? œœ
œ œ œœ 6 4
C: ii 6
I
Summary of Stylistic Practices for 64 Chords
Exceptions to Stylistic Practices
Inviolate
œ œ œ œ œ œ ˙œ . œ œ
c.
˙œ . œ œ œ œ œ œ œ œ
Arpeggiated Bass: d.
œ œ ˙ ˙ ˙ ˙ œ ˙ œ œ œ
Pedal Bass: e.
˙ œ œ œ œ œ˙ œ œœ
f.
˙œ œ œœ œ œ œ ˙ œ
5 3
( I 64 ) V
Unstylistic Departures
Passing Bass: b.
IV ( I 64 ) IV 6
9. a. b. c. d.
I ( V 64 ) I 6
I
(6)
( 64 )
I ( IV 64 ) I
V ( I 64 ) V
Except under unusual circumstances, double the bass note (5th of the chord). Approach and depart from 64 chords with as few skips as possible. Only in the arpeggiated 64 chord is the bass note approached or left by skip. Use only the four types of 64 chords described in this chapter: cadential, passing bass, arpeggiated bass, and pedal bass.
As long as you follow stylistic practices 1 through 9, you need not worry about the following guidelines. But occasionally, voice-leading conditions make it impossible to apply stylistic practices. So, although stylistic practices are the norm, they must not be considered unbreakable laws. When you cannot complete a phrase with conventional part writing, you will need further guidelines to prevent you from making unstylistic or unmusical mistakes. There are no exceptions to these practices under any conditions: 1. Avoid parallel perfect octaves (P8ths), parallel perfect fi fths (P5ths), and parallel unisons (P1s). Successive perfect intervals containing the same pitches are not considered parallel. 2. Never double the leading tone of the scale. 3. Do not write pitches outside the range of a particular voice. Keep all four voices within their ranges at all times. 4. Avoid the melodic augmented second (A2) and fourth (A4) in all voices. Figure 9.17 shows examples of the inviolate unstylistic departures.
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Figure 9.17 1. Parallel perfect 5ths
(Same pitches OK)
# & œœ
œœ
# œ œ
œ ?# œ
œ œ
œ # œ
G: I
V
G: I
Occasionally Broken
œœ OK
œ œ I
2. Doubled leading tone
3. Tenor and alto 4. Melodic out of range augmented 2nd
œœ
œ œ
#
œœ
# œœ
œ œ
#
œ œ
G: V
I
#
bb # œ œ
œœ œœ
bb œœ
G: vi
g: V
VI
Observe these practices carefully unless particular situations permit no other alternative: 5. Avoid crossing voices. Keep voices in proper order (from highest to lowest): soprano, alto, tenor, bass. On rare occasions, crossing of voices is justified if it improves voice leading. 6. Spacing between adjacent voices should not exceed an octave in the three upper voices. The spacing between bass and tenor voices can be of any reasonable interval (never greater than two octaves). 7. Do not overlap two adjacent voices more than a whole step. An overlap occurs between two chords when one voice moves above or below the previous pitch of an adjacent voice. You may employ overlaps of a half or whole step if it improves voice leading. 8. Do not move in the same direction to perfect intervals in the two outer voices (soprano and bass). Some theorists think that such motion, especially in outer voices, creates the effect of parallel perfect intervals. 9. Unequal fi fths, P5ths to d5ths or vice versa, are found in chorale harmonizations and may be used sparingly. The progression vii ø 6 to I, under certain circumstances, requires the use of unequal fifths. 10. Melodic augmented seconds and fourths are almost never found in choral literature of the eighteenth century. a. The melodic descending d5th appears sometimes in bass voices, but rarely in the soprano. b. The d4th is a diatonic interval in the harmonic minor scale (from the third down to seventh scale degrees) and may be written in isolated situations. 11. The leading tone should progress upward to the tonic when it is in an outer voice (soprano or bass). Figure 9.18 shows examples of the preceding occasionally broken unstylistic departures.
Figure 9.18 5. Voices out of order
&
#
?#
œœ œ œ G: I
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3711_ben01877_Ch09pp191-212.indd202 202
PART B
6. Spacing alto–soprano
# #
œ œ
7. Overlap soprano–alto
#
8. Hidden parallels in outer voices
œœ
œœ
#
œœ
# œœ
œ œ
# œœ
G: V
G: vi
I6
G: I6
œœ
œœ œ œ vi
The Structural Elements of Music
4/10/08 4:03:42 PM
9. Unequal 5ths alto–soprano
b & b # œœ
œœ
œ ? bb œ
œ
g: vii ø 6
Voice Ranges
i6
10. Diminished 5th skip in bass
b b œœ œ bb œ
œœ œ #œ V6
g: iv
Diminished 4th skip in tenor
bb œ œ bb œœ
g: i 6
œœ # œœ V
11. Leading tone in outer voice
# œ œ
œœ
œ # œ
œœ
G: V 6
I
In chorale writing, the voices are divided into four general categories: soprano, alto, tenor, and bass. In Figure 9.19, whole notes indicate the best usable ranges. Black notes represent pitch ranges that should be used sparingly.
Figure 9.19 Bass:
Tenor:
Alto:
& w
?
Voice Spacing
œ w
w
w œ œ w
Soprano:
w œ
œ w
œ w
The voice spacing of individual chords in four-voice textures is said to be either close or open. Chords in close position have less than an octave between the soprano and tenor (Figure 9.20a), whereas chords in open position have an octave or more between the soprano and tenor (Figure 9.20b).
Figure 9.20 a. Close position:
&
#
?# G:
œœ œ œ
b. Open position:
&
#
?#
I
G:
Soprano and tenor less than octave apart
œ œ œœ I
Soprano and tenor octave or more apart
You can find a summary of stylistic practices and voice-leading guidelines in Appendix A.
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Assignment 9.1
Each exercise is a chorale phrase with the tenor and alto omitted. You are to complete a four-voice setting in chorale style using the principles for four-voice writing. As a keyboard assignment: If your instructor requests that this be a keyboard harmony assignment, you may do it at the piano. Play the soprano, alto, and tenor with the right hand and the bass with the left hand. This arrangement is not only more comfortable if piano is not your major instrument, but it also maintains voice-leading integrity. The following illustration represents correct procedure. Keyboard Style Example.
œœ œ ? ### c œ
œœ œ
œœ œ
œœ œ
˙˙˙
U ˙˙ ˙
œ
œ
œ
˙
˙
I
V
IV
V
&
### c
A:
I
I
As a written assignment: Even if you complete this assignment at the keyboard, doing it on paper also has its advantages. Your instructor may request it. 1. You are to add the alto and tenor voices to each phrase according to the fi rst five stylistic practices listed in this chapter on pp. 194–198. 2. All chords are in root position. 3. Write the alto and tenor voices at the same time. You will need to consider both parts to achieve the appropriate doubling and spacing of chords. 4. Try to double the root of each chord. 5. The sharp signs below some bass notes are figured-bass symbols indicating accidentals to be applied to the third of the chord. 6. Add the Roman numeral analysis for all chords in the blanks provided. 1.
### c
œ
œ
? ### c œ
œ
&
A:
CHAPTER 9
3711_ben01877_Ch09pp191-212.indd205 205
_____
_____
œ
œ
˙
U ˙
œ
œ
˙
˙
_____
_____
_____
Voice Leading in Four-Part Chorale Writing
_____
205
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2.
b &b c œ
œ
? bc œ b
œ
g:
_____
_____
œ
œ
œ
œ
U ˙
œ
œ
œ
œ
˙
#
#
_____
_____
# _____
_____
œ
œ
œ
U ˙
œ
œ
œ
˙
3.
#c œ &
œ
œ
?#c œ
œ
œ
G:
4.
_____
_____
_____
_____
_____
_____
œ
œ
œ
œ
œ
œ
? bb c œ b
œ
œ
œ
œ
œ
˙
_____
_____
_____
_____
_____
_____
### c œ &
œ
œ
? ### c œ
œ
œ
bbb c
E b:
5.
œ
œ
œ
œ
# f #:
3711_ben01877_Ch09pp191-212.indd206 206
_____
U ˙
&
206
_____
PART B
_____ _____ _____ _____
#
œ œ
_____
U ˙ ˙ #
_____ _____ _____
The Structural Elements of Music
4/10/08 4:03:44 PM
œ
œ
œ
œ
U ˙
œ
œ
œ
œ
˙
_____
_____
_____
b &b c œ
œ
œ
œ
œ
? bb c œ
œ
œ
œ
œ
_____
_____
_____
_____
# & #c œ
œ
œ
œ
? ## c œ
œ
œ
œ
6.
œ
œ
? ## c œ
œ
&
##
c
D:
_____
_____
_____
_____
œ
U ˙
œ
˙
7.
B b:
_____
8.
_____
_____
œ
œ
U #˙
œ
œ
˙
# b:
_____
_____
_____
_____
# _____
_____
_____
œ
U ˙
œ
˙
9.
&bc œ
œ
œ
œ
?bc œ
œ
œ
œ
# d:
CHAPTER 9
3711_ben01877_Ch09pp191-212.indd207 207
_____
_____
_____
_____
œ œ #
#
_____
_____
Voice Leading in Four-Part Chorale Writing
_____
207
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Assignment 9.2
The following chorale phrases contain inverted triads, which are shown by the figuredbass symbols below the bass line ( 6 = first inversion, 64 = second inversion). As a keyboard assignment: If your instructor requests that this be a keyboard harmony assignment, play the exercises on a piano. More detailed information and an illustration are given in assignment 9.1. As a written assignment: 1. Add the alto and tenor voices to each phrase according to the nine stylistic practices listed in this chapter on pp. 194–201. 2. Add the Roman numeral analysis for all chords in the blanks provided. 1.
#c œ & œ
œ
œ ?#c œ G:
I _____
œ
œ
œ
œ
œ
U ˙
œ
œœ
œ
œ œ
˙
IV _____
_____
6
6
_____
_____
_____
_____
& b c œœ
œ
œ
œœ
œ
œœ
U ˙
? b c œœ
œ
œ
œ œ
œ
œ œ
˙
6
6 4
IV 6 _____
_____
V _____
_____
2.
6 4
F:
I _____
_____
_____
& b 43 œœ
œ
œœ
˙˙
œ
˙
œ
U ˙.
? b 43 œœ
œ
œ œ
˙ ˙
œ
˙
œ
˙.
6 4
6
6
6 4
I I _____ _____ _____
ii 6 _____
_____
_____
_____
_____
3.
F:
208
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PART B
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c œœ
œ
œœ
œ
œ
œ
U ˙
œ ? ## c œ
œ
œ œ
œ
œ
œ
˙
6
6
_____
_____
_____
U ˙
4.
&
##
6
D:
I _____
5.
b & b b c œœ œ ? bb c œ b
_____
œ nœ
IV _____
_____
œ œ
œ
œ
nœ
œ œ
œ
œ
œ
6
6 4
n
6
c: 6.
i i _____ _____ _____ _____
bb c
œœ
œ
œœ
? b b c œœ
œ
œœ
&
œ œ
6
B b:
IV _____
7.
& b c # œœ
œ
?bc œ œ
œ
#œ
# d:
CHAPTER 9
ben01877_ch09.indd 209
V _____
_____ _____ _____
œ
6
œ œ œœ
œ
œ
œ
6
6 4
V _____ _____ _____ _____
œ
˙
œœ œœ
U œ œ
V _____ _____ _____
œ
œ
œ
U œ
œ
œ
œ
œ
6
6 4
#
i _____ _____ _____ _____
_____ _____ _____
Voice Leading in Four-Part Chorale Writing
209
2/16/09 10:50:37 AM
Assignment 9.3
The following six chorale phrases are similar to those in previous assignments, but they are taken from the chorale settings of J. S. Bach. The directions for completing them are the same as those for assignments 9.1 and 9.2. Be sure to make a complete harmonic analysis of each phrase. 1. “Herzlich lieb hab’ ich dich, o Herr” (“Dearly I Love Thee, O Lord”), BWV 174, mm. 18–19 (modified).
##
c œœ
œ
œ ? ## c œ
œ
&
I6 _____
œ
œ
œ
œ
6
6
œ
6
D:
œ
œ œ
œ
U œ
œ
œ
6 4
_____ _____ _____ _____
_____ _____ _____
2. “Freu’ dich sehr, o meine Seele” (“Rejoice Greatly, O My Soul”), BWV 39, mm. 3–4 (modified).
#c
œœ
œ
œ
? # c œœ
œ
œ
&
œ
œ
œ
U ˙
œ
œ
œ
˙
6
6 4
_____
_____
6
G:
vi _____
_____
_____
_____
_____
3. “Herr Christ, der ein’ge Gott’s-Sohn” (“Lord Christ, the Only Son of God”), BWV 164, mm. 3–4 (modified).
b & b c œœ
œ
œ
œ
œ
? b b c œœ
œ
œ
œ
œ
U ˙. ˙.
6
B b:
210
3711_ben01877_Ch09pp191-212.indd210 210
PART B
vi _____
_____
_____
_____
_____
_____
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4. “Nicht so traurig, nicht so sehr” (“Not So Sadly, Not So Deeply”), BWV 384, mm. 3–4 (modified).
b & b b c œœ
œ
? b c œœ bb
œ
œ
œ
œ
œ
œ
œ œ œ
œ
U ˙ ˙
*
6 6
E b:
vi 6 _____ _____
_____ _____
_____ _____
_____
*Do not harmonize the passing tone. 5. “Herr Jesu Christ, du höchstes Gut” (“Lord Jesus Christ, Thou Highest Good”), BWV 334, mm. 1–2 (modified).
œœ
œ
#œ
œ
œ
œ
œ
U œ
? b b c œœ
œ
œ
œ
œ
œ
œ
œ
#
3* 3
6
6 4
&
bb c
g:
i _____
_____ _____ _____ _____
#
_____ _____ _____
*The 33 symbol means that the third above the bass note should be doubled. 6. “Erhalt’ uns, Herr, bei deinem Wort” (“Preserve Us, Lord, by Thy Word”), BWV 6, mm. 7–8 (modified).
b & b c œœ ? bb c
*The
6
œ
œ
œ #œ
#œ
œ
œ
œ
œ
œ
V6 _____
6
*
6
#
_____ _____ _____ _____
6
œ
˙
#
_____ _____ _____
symbol means that the sixth above the bass note should be raised one half step.
CHAPTER 9
3711_ben01877_Ch09pp191-212.indd211 211
œ
œ 6
g:
œ
U ˙
Voice Leading in Four-Part Chorale Writing
211
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Assignment 9.4
Each exercise is a figured-bass voice to which you will add soprano, alto, and tenor voices. As a keyboard assignment: Play each entire phrase through to become comfortable with the figured bass. When the bass is familiar to you, try to play a good soprano line along with it. When you are satisfied, fill in the inner voices as shown in assignment 9.1. As a written assignment: 1. On a separate sheet of paper, write out each figured bass, leaving a staff above for the soprano and alto. 2. Write a soprano line to go with the bass line according to the figuration supplied. See Chapter 4 for an explanation of the figured-bass symbols. 3. Fill in the inner voices, checking your voice leading for errors. 4. Make a complete Roman numeral analysis of each exercise. 1.
? ## c œ D:
œ œ œ
œ
œ
6
U ˙
œ
6
2.
? bb b c œ b
œ
œ
œ
A b:
U ˙.
œ
6
3.
? bb c n œ b c:
œ
6
œ
œ
n6
6
œ
œ
œ
n
n
6
4.
?b c œ
œ
d: 5.
? ## c œ D:
? bb c œ
212
3711_ben01877_Ch09pp191-212.indd212 212
PART B
œ
#
3 3
œ
œ 6
6.
B b:
œ
6
œ
œ 6
œ
œ
6
6 4
œ 6
œ
œ
œ
6
6 4
#
U œ
U ˙
œ
œ
U œ
œ
œ
U œ
6 4
The Structural Elements of Music
4/10/08 4:03:50 PM
10
CHAPTER
Harmonic Progression and Harmonic Rhythm
Ascending Fifths Ascending Seconds Descending Thirds
Harmonic Progression Root Relationships Circle Progression Noncircle Progressions
TOPICS
IMPORTANT CONCEPTS
Harmonic Rhythm Changes Style
In the previous chapters, we have focused attention on voice leading in two-voice and four-voice textures. Now we will concentrate on harmonic progression—the way in which chords succeed each other in a piece of music. From the baroque through the classical and romantic periods, composers employed harmonic progression as a principal organizing force. The movement from one chord to another provides an additional impetus to music and contributes a stimulus not found in melody or rhythm alone. Through all musical styles that involve tonal harmony, the shape of a composition is determined to a great extent by chord progressions. To experience an example, play the two sets of progressions in Figure 10.1 and determine which is the more effective. Both have the same soprano melody.
Harmonic Progression
Figure 10.1 1.
& c œœ
œœ
œœ
œœ
œœ
œ œ
C
a
d
C: I
vi
ii6
?c
œœ
œœ
œœ
˙ ˙
œ œ
œœ
œ œ
œ œ
C
F
a
G
I
C: IV
vi
V
œœ
œœ
˙˙
œ œ
œ œ
œ œ
G ii
V
V
2.
œœ
œœ
œœ œ œ
œœ
˙˙
œ œ
˙ ˙
d
e
G
F
ii 64
iii
V
IV
Which progression are you most accustomed to hearing? The chords in the first example seem to progress directly to the final chord, as if it were a predetermined goal. The second example lacks direction and seems to wander aimlessly.
213
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The Relationship of Chords
Root Relationships
Chord Progressions
The Circle Progression
In tonal music, the tonic chord is the most stable of all. Chords that move away from the tonic tend to create tension. Those that progress toward the tonic give fulfillment and relax the tension caused by the departure. Thus, complete tonal compositions invariably end with the tonic triad and more often than not begin with that same chord. Two forces, both involving root relationships, govern the relationship of chords in succession. Together they help organize phrases, periods, sections, and other musical units. These two forces are (1) the relationship of the chords to the prevailing tonality and (2) the intervals formed by the roots of adjacent chords. The triads constructed on each of the scale degrees relate to the tonic triad, which is the point of rest and the goal of harmonic progression. We can analyze individual chord progressions in terms of the interval formed between their roots. The best way to study harmonic progression is to consider progressions in groups according to the interval produced by the roots of two adjacent chords. The following general categories will form the basis of our study of harmonic progression. Examples: iii–vi, vi–ii, ii–V, V–I. Undoubtedly the most common and the strongest of all harmonic progressions is the circle progression—adjacent chord roots in ascending fourth or descending fifth relationship. More than any other, this progression has the capability of determining a tonality, giving direction and thrust, and providing order in a section or phrase of music. It is indeed the basis of all harmonic progression. Circle progressions are often found in succession—for example, ii–V–I, or even vi–ii–V–I. Figure 10.2 illustrates a complete circle from the tonic through all seven diatonic chords to the original tonic. Note that ascending fourths are equivalent to descending fifths (the pitches will be the same in either direction), and that not all of the fourths and fifths are perfect in the diatonic series: ascending augmented fourths and descending diminished fifths are necessary to maintain the diatonic setting. Chords 1, 5, 10, and 11 are seventh chords, but the added factor of a seventh does not affect the root movement or the progression function.
Figure 10.2 Beethoven: Sonata in F Minor, op. 2, no. 1, I: Allegro, mm. 146–152.
w1 b w & b bb C w ƒ ww n ? bb b C w b F7
2
œœœ œœœ
œ Œ Œ ‰ œœ J œœœ Œ Œ ‰J
bb
Chord roots:
? bb b C b w
w
3
w ww ƒ ww w Eb
w
5 . œ œœœ Œ Œ œœ S. œ œ b œœ Œ Œ œ 4
Ab
˙.
6
7 œ. œœ S œ. œ. œ nœ
œœœ.
ben01877_ch10.indd 214
PART B
œœœ . œœ.
D b M7 gø C 7 f
9
10
11
œ. œœ. n œœ œœ œœ Œ n œœœ Œ . S. ƒ œ œ. œ. œ œœœ Œ n œœœ Œ Db
œ œ œ œ œ
Circle Progressions
214
8
gØ7
˙
C7
˙
12
œœ. U œœ Œ Œ œœ Œ UŒ œœ . f
˙.
Circle Progressions
The Structural Elements of Music
2/16/09 10:51:24 AM
We can derive many harmonic patterns from the progression built of consecutive ascending fourths or descending fifths: I–IV–vii ø –iii–vi–ii–V–I. Note that the progression begins and finishes on the tonic. All of the following common progressions result when specific chords are selected from the I–IV–vii ø –iii–vi–ii–V–I series. I–IV–vii ø –iii–vi–ii–V–I I–
V–I = I–V–I
I–
ii–V–I = I–ii–V–I
I–IV–
V–I = I–IV–V–I
I–
vi–ii–V–I = I–vi–ii–V–I
In macro analysis, you will mark root movement by ascending fourth or descending fifth with a slur to identify circle progression motion. The excerpt in Figure 10.3 illustrates a complete diatonic circle progression. Note the macro analysis slurs indicating the series of circle progression root relationships.
Figure 10.3 Handel: Gigue from Suite (Partita) in G Major, G. 217, mm. 34–35.
&
# 12 8 œ.
œ.
œ.
œ.
œ.
œ.
œ.
œ.
œ œœœœœ œœœœœœ œœœœœœœœœœœœ ? # 12 8 G
C
f #ø
b
e
a
D
G
G: I Chord roots:
IV
vii ø
iii
vi
ii
V
I
œ.
œ.
œ.
œ.
œ. ? # 12 8
œ.
œ.
œ.
Diatonic Full Circle
Phrases often open with a mixture of circle and noncircle progressions and close with a strong succession of circle progressions. The phrase in Figure 10.4 begins with presentations of both progression types, but then concludes with an extended series of circle progressions (iii–vi–ii–V–I). Chords 4 through 8 illustrate a typical profusion of circle progressions near a cadence. Many phrases end with a ii–V–i circle progression, which results in an authentic cadence.
CHAPTER 10
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Harmonic Progression and Harmonic Rhythm
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Figure 10.4 Bach: “Straf’ mich nicht in deinem Zorn” (“Punish Me Not in Thy Wrath”), BWV 115, mm. 1–2. 1
b & b b c œœ
2
3
4
5
œœ
œœ œ œ œ
œ
? b b c œœ œ œœ œ œœ œ œ œ œ b Eb Roots:
E b: I
? bb c œ b
6
7
8
U œœ œ ˙˙
œ œ ˙ œœ œ œ œ ˙
Ab
Bb
g
c
f7
Bb
Eb
IV 6
V6
iii 6
vi
ii 65
V
I
œ
œ
œ
œ
œ œ ˙
Circle Progression
Circle Progressions
Not all series of circle progressions conclude on the tonic chord. Frequently, phrases will end with the progression ii–V (half cadence), thus leading us to expect that a following phrase will complete the direction toward the tonic.
Figure 10.5 Bach: “Lobt Gott, ihr Christen, allzugleich” (“Praise God, Ye Christians, All Together”), BWV 151, mm. 5–6. 1
# & c œœ
2
3
4
5
6
œœ
œ œ
œœ
œœ œ
œ ?# c œ œ
œœ
œœ
œœ
G
D7
I
V 43
D G: V 6 Roots:
?# c œ
œ
Circle Progression
œ
7
8
œœ
U œœ œœ œœ
œ œ
œ œ
œ œ
œœ
G
e
G
a
D
I6
vi
I6
ii 6
V
œ
œ
œ
œ
Circle Progression
œ
Circle Progression
We think of the circle progression as a drive toward the tonic, which, when achieved, is a point of relaxation. In the span of even a very short composition, chord progressions can reach the tonic many times, only to move away and begin another motion toward the goal.
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The ebb and flow of music allows for movement away from, as well as toward, the tonic. Composers employ a variety of progression types that include noncircle progressions. Ascending Fifths and Descending Fourths
Examples: I–V, IV–I,V–ii, vi–iii, iii–vii ø , and ii–vi. Compared with the pattern of descending fifths, the ascending fi fth or descending fourth provides relief from the constant motion toward tonic. The most frequent application is the progression from the tonic to the dominant (I–V), although ascending fifths may occur between chord roots on any scale degrees. The half cadence, which appears often, is an example of this type of movement.
Ascending Seconds
Examples: IV–V, V–vi, I–ii, ii–iii, iii–IV, and vii ø –I. Adjacent chords whose roots lie in the relationship of an ascending second perform a most important function even though they are not as abundant as chords related by a descending fifth. The ascending second progression is often used to prepare a shift from the circle progression I–IV to another circle progression, V–I. The resulting progression, I–IV–V–I, is often considered a substitute for I–ii–V–I. In Figure 10.6 the first two chords (I–V) are a typical example of the ascending fifth progression’s departure from tonic. In the middle of the phrase an ascending second progression (I–ii) prepares a change from one circle (V–I in chords 2 and 3) to another (ii–V–I in chords 4 through 6).
Figure 10.6 Tchaikovsky: Symphony no. 5 in E Minor, op. 64, II: Andante cantabile, con alcuna licenza, mm. 8–12. 3 # # 12 Œ1 ‰ - 2 & 8 œ. œœ ˙˙ .. œ œ œ ˙˙œ ... ˙ . ˙˙ .. œ œ œ ˙ . ˙ . ˙ . œ π ˙. ? # # 12 ˙˙ . ˙˙ .. 8 ˙˙ .. ˙ ˙ . . . ˙ ˙ . . . ˙ ˙. ˙.
Roots:
D
A7
D: I
V 43
? # # 12 8
D V 42
w.
˙. Ascending 5th
I6
I
4
6
˙˙œ .. œ . .
˙˙ .. ˙.
˙˙ .. ˙.
˙˙ .. ˙.
e7
A7
D
ii 43
V7
I
˙.
w.
5
j j œ˙ .. œ œ œœ .. œœ œ œ . œ .. ˙.
˙.
˙.
Ascending 2nd
The viiø Triad The ascending-second root relationship is employed in other capacities, one of which involves the leading-tone triad or seventh chord. Leading-tone harmony is most often considered dominant harmony since the triad contains the third, fifth, and seventh of the dominant seventh chord. For this reason, the leading-tone triad usually progresses to the tonic (vii ø –I) in an ascending-second relationship. Thus, the progression vii ø 6 –I, although weaker, functions for all practical purposes as V–I. In macro analysis, the leading tone to tonic progression is marked with a dotted slur to indicate its similarity to the circle progression. In Figure 10.7, chords 2–3 and 6–7 have been marked with the dotted slur to denote the leading-tone function.
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Figure 10.7 Beethoven: Sonata in G Minor, op. 49, no. 1, I: Andante, mm. 1–4. 1
2
g i6
3
4
5
6
7
8
f #ø g
D7
g
f #ø g
c
vii ø 6 i
V7
i
vii ø 6 i
iv
b 2 œ œ # œ œ ˙˙ & b 4 œj œ œ # œ œ ˙˙ p Fp œœ œœ œœ Fp œ œ œ œ œ œ œ œ œ œ œ œ œ ? b b 42 ‰ ‰ # œ œœ n œœ œ œ g: Roots:
? b b 42 ‰ œ
#œ œ
œ
˙
#œ œ ˙
Ascending 2nd
Ascending 2nd
Descending Thirds
Examples: I–vi, vi–IV, IV–ii, iii–I, and V–iii. Chord roots that lie in a relationship of descending thirds serve a definite function in that they provide contrast and facilitate change from one circle progression to another. Descending third progressions are often used in harmonic movement away from the tonic (I–vi) or in a longer chord series (I–vi–IV–ii) as shown in Figure 10.8.
Figure 10.8 Bach: “Der Tag, der ist so freudenreich” (“This Day Is So Joyful”), BWV 294, mm. 1–2. 1
# & c œœ
2
3
œœ
œœ .
? # c œœ œ
œ œ œ œ œ
4
5
6
7
8
U œ œ œ œœ œ . œ œ œ ˙˙ J J œ nœ œ œ œœ œ œ ˙ œ œ œ ˙ œ
G
e
C
a
G
C
D
G
G: I
vi
IV
ii
I
IV
V
I
?# c œ
œ
œ
œ
œ
œ
œ
Roots:
˙
Descending 3rds in Series The Tonic 64 Triad
The second-inversion tonic triad, especially in the cadence formula I 64 –V–I, reflects little of the stable quality normally associated with the tonic function and should be considered a decoration of the V chord that follows it.
218
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Repeated Chords
In instances where the same triad is repeated or recurs in a different position, no progression takes place. In Figure 10.9, the repeated tonic chords at the beginning of the phrase are not considered a progression. Note also that the tonic in second inversion is simply a decoration of the ii–V–I progression that ends the phrase.
Figure 10.9
# c & œ
1
2
3
4
5
6
7
œœ
œœ
œ
œ œ
œ œ
œ œ
œœ œ œ
œœ
œ ?# c œ
œœ œ œ
f #ø
G
a
I
vii ø 6
I6
ii 6
œ
œ
œ
œ
G G: I 6 Roots:
?# c
œ
œœ
8
U œœ œ œ
D
G
( I 64 )
V
I
œ
œ
No Progression
œ
Decorated Dominant
Harmonic rhythm is the frequency of harmonic changes in a composition (the rate at which chord progressions change). It is yet another aspect of the rhythmic life of a piece of music. The harmonic rhythm typically has the function of defining or confirming the prevailing meter of a composition. In Figure 10.10, there is one chord per measure.
Harmonic Rhythm
Figure 10.10 Chopin: Mazurka in B-flat Major, op. 7, no. 1, mm. 1–4.
b & b 43 œ ≈ œ œ f œ œœ ? b 3 b 4 œ ° B b:
V
7
Harmonic rhythm:
ã
43 ˙ .
œ œœ œ *
Ÿœ œ œ œ œ œ ≈ œ ≈œœ œ
cresc.
œ °
œœ œ
œ. *
ƒ œ œ °
j œ
œœ œœ Œ S *
œ. ≈ œ ˙ p œ.
I
IV
I
˙.
˙.
˙.
œœ œœ œ œ
The harmonic rhythm of a composition can consist of slow or fast harmonic changes. Sometimes a single chord will be heard for several measures at a time. Other times, as in chorale settings, each successive melody tone will be harmonized with a different chord. When the harmonic rhythm is slow and extends over many measures, the eventual chord
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change will occur on a downbeat. Even when the harmonic rhythm is faster than one chord per measure, chord changes will usually coincide with each downbeat.
Figure 10.11 Mozart: Sonata in D Major, K. 284, III: Theme, mm. 1–4.
##
C œ œ p ? ## C Ó & &
D: Harmonic rhythm:
ã
C
History
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œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ
˙
œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ˙ œ p I
vi
ii 6
V7
I
ii 6
˙
˙
˙
˙
˙
˙
( I 64 ) V
˙
During the Renaissance period, the emphasis was on melodic lines; chord progressions were only an incidental result. However, a Renaissance composer, Adrian Willaert (1490– 1562), produced some early examples of what we now know as circle progressions in some of his works. Although these compositions were probably experimental in nature, the seeds of tonal harmony were apparent. In the baroque period the tonal system based on the major and minor scales arose, and harmony began to be a stronger factor. Chord progressions, and especially circle progressions, are clearly in evidence in the works of such early baroque composers as Samuel Scheidt (1587–1654) and Claudio Monteverdi (1567–1643). The middle and latter part of the baroque period brought tonal harmony to a high level of sophistication. The music of the classical period depends heavily for its structure on the standard chord progressions discussed in this chapter. The dominating force of the circle progression is evident in the music of this period, with functional harmony being the mainstay for harmonic relationships. Whereas the style of the romantic period was marked by increased chromaticism, harmonic progression continued as an important form-creating element of the period. In the last quarter of the century, the use of standard progressions gradually declined as composers became more and more experimental in their approach. In the post-romantic and impressionistic period, composers such as Maurice Ravel (1875–1937), Richard Strauss (1864–1949), and Gustav Mahler (1860–1911) continued to rely heavily on traditional harmonic progression; but others, such as Claude Debussy (1862–1918), Erik Satie (1866–1925), and Alexander Scriabin (1872–1915), looked for and found other alternatives. The twentieth century was a period of extreme experimentation. Much of the music of the first half of the century was not organized along tonal lines. However, in the recent past there has been a strong resurgence in tonality, and standard harmonic progressions are often heard again. Most jazz and popular music is structured around standard harmonic progressions (which jazz musicians refer to as changes). The most common of these progressions is the 12-bar blues progression. The table in Figure 10.12 shows common variants of this progression. Notice that the chords are all notated as major triads with a minor seventh (see Chapter 11), which is typical of the blues style.
PART B
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Figure 10.12 Standard 12-Bar Blues Progressions. 1
A:
B:
C:
D:
2
& c b wwww
4
b www w
b www w
I7
I7
I7
I7
& c b wwww
b www w
b www w
b www w
I7
I7
I7
I7
b ww ww
b www w
b www w
b www w
I7
I7
I7
I7
b www w
b www w
I7
I7
&c &c
b www w
b ww ww I7
E:
b www w
3
&c
IV 7
b www w
b www w
b www w
b www w
I7
I7
I7
I7
5
6
b www w IV 7
b www w
IV 7
b www w
IV 7
b www w
IV 7
b www w
IV 7
b www w
7
b www w
IV 7
b www w
I7
b www w
b www w
I7
I7
b www w
b www w
I7
I7
b www w
b www w
I7
I7
b www w
b www w
I7
I7
IV 7
b www w
IV 7
b www w
b www w
I7
IV 7
b www w
8
IV 7
9
www w
10
V7
11
b www w IV 7
www w
b www w
V7
IV 7
www w
b www w
IV 7
V7
www w
V7
b www w
b www w
I7
I7
www w
V7
www w
b www w
IV 7
www w
V7
I7
b www w
V7
www w
I7
b www w
V7
www w
b www w
12
I7
V7
b www w
b www w
I7
I7
“Sweet Home Chicago,” recorded by Robert Johnson in 1936, is a blues song using the first chord progression in Figure 10.12.
Figure 10.13 Johnson: “Sweet Home Chicago.” F7
4 & b 4 œj ˙ .
Œ
Oh Bb7
& b ˙.
F7
F7
Ba - by don’t you want
Œ
3 bœ. œ œ. œ œ bœ. œ bœ œ œ ˙
j ‰ œ œ œ œ nœ œ œ bœ œ of Cal - i - for - nia
from my
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Oh F7
Œ
Ó
go,
Bb7
œ œ œ sweet ho - me
Œ ‰ œj
Ó
go,
F7
C7
3711_ben01877_Ch10pp213-234.indd221 221
to
Bb7
Ba - by don’t you want to
&b
Œ
3 bœ. œ œ. œ œ bœ. œ bœ œ œ ˙
F7
‰ j 3 nœ œ nœ œ back to the land
F7
‰ bœ œ œ
Œ
C7
∑
˙.
Chi - ca - go.
Harmonic Progression and Harmonic Rhythm
221
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APPLICATIONS
How to Harmonize a Tonal Melody Harmonizing a Chorale Phrase
In this chapter we will concentrate on harmonizing two different kinds of melody: chorales (or hymn tunes) and folk songs. Although the two categories are similar in some respects, they differ in harmonic rhythm. A chorale or hymn tune traditionally uses one chord to each melody note, whereas folk tunes often have one chord for each measure. Ultimately, harmonizing a melody is a matter of personal taste. Nevertheless, although you have some leeway in the selection of chords, a certain standard of musical communication, known as style, prevents you from exercising complete freedom. Earlier in the chapter, we examined several examples of chorale phrases. Bach’s harmonizations of the chorales represent a large body of respected literature. In the learning stage, it is quite appropriate for you to imitate the harmonic construction of these magnificent works. After your skills have matured, you can explore individual choice and creativity. However, in this chapter we will try to make our chorale harmonizations as much like those of Bach as possible. The following general principles will guide our choice of chords: 1. You must use half (I–V, IV–V, or ii–V) or authentic (V–I) cadences for the final two notes of each phrase. 2. You should use circle progressions throughout in each phrase. Circle progressions are more often longer and more abundant near the cadence than at the beginning of the phrase. 3. Harmonize each melody note with one chord. It is possible to repeat chords occasionally, but adjacent repeated chords are usually in different positions to provide melodic motion in the bass. 4. Employ first-inversion chords and nonharmonic tones to make a smoother (stepwise) bass melody. 5. Shape the bass line carefully to make it a singable melodic line. Use the principles of species counterpoint as a guide to constructing bass melodies. However, remember that the bass usually has more leaps than the other voices. 6. Avoid overuse of ascending-third and descending-second progressions. Compare the three harmonizations of a chorale melody shown in Figure 10.14. Only one of the three is by Bach.
Figure 10.14 Version 1:
1
# & c œ
2
3
4
5
6
7
œœ
œœ
œœ
œœ
œœ
œ œ
? # c œœ
œ œ
œ œ œ œ œ
œ œ
œ œ
œ œ œ œ œ
D
e
D
b
a
G
G
b
vi
V
iii
ii
I
I
iii
G: V 6
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8
U œœ
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Version 2:
1
2
3
4
5
6
7
8
œœ
œœ
œ œ
œœ
œ. œ
?# c œ œ
œœ
œœ
œœ œ œ œœ œ œ œ œ
œ œ
G
G
D
G
C
G
D
G
G: I
I
V6
I
IV 6
I6
V
I
# & c œ œ
Version 3:
1
jU œ œ œœ
2
3
4
5
6
7
œœ
œœ
œœ
œœ
œœ
œ œ
U œ œ
?# c œ œ
œœ
œ œ
œ œ
œ œ
œœ
œœ
œ œ
G
G
D
G
C
G
D
G
G: I
I
V
I
IV
I
V
I
# & c œ œ
8
The following is a set of conclusions about the three examples in Figure 10.14. You must learn to criticize your own work in this way to develop skill in the harmonization of melodies. 1. Cadence: No cadence in number 1. Numbers 2 and 3 have authentic cadences. 2. Circle progressions: No circle progressions in number 1. Numbers 2 and 3 have three circle progressions each. 3. Harmonic rhythm: All three have one chord per melody tone and there is one repeated chord in each harmonization. 4. Chord positions: Number 1 has one inverted chord; number 2 has three inverted chords; and number 3 has no inverted chords. 5. Bass line direction: Numbers 1 and 2 have a good contour in the bass melody, whereas number 3 is much less acceptable. 6. Weak progressions: Number 1 has three descending second progressions and one ascending third progression, whereas numbers 2 and 3 have no weak progressions. To summarize, the second harmonization is clearly superior to the other harmonizations. This also happens to be Bach’s harmonization of the chorale melody “Was Gott tut, das ist wohlgetan” (“What God Does Is Well Done”). Harmonization of Folk and Familiar Melodies
Many of the suggestions for harmonizing a chorale melody also apply to folk and familiar melodies. The most important difference, as stated before, is the harmonic rhythm. The following suggestions for harmonizing a well-known melody are in addition to those given for chorale melodies and are related primarily to harmonic rhythm.
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Determining the Harmonic Rhythm
1. Harmonic rhythm is important in establishing a clear meter. For this reason, chords usu4 6 ally change on the first beat of a measure. In 4 and 8 a second chord change often occurs 3 in the middle of the measure. In 4 a second chord change can occur on the third beat. 2. Two melody notes that skip are usually part of a single chord. Look at skips as opportunities to determine the implied chord. If the two notes that skip do not fit into a single chord, or if the harmonic rhythm will be thrown off by harmonizing them with one chord, change the chord. To test the above general guidelines, Gaudeamus Igitur (“Therefore Let Us Rejoice”) is shown in Figure 10.15 with four different harmonizations. Play each version and determine which you think is the most acceptable.
Figure 10.15 Gaudeamus Igitur (“Therefore Let Us Rejoice”). 1
2
3
5
6
7
8
˙˙ ˙˙
9
œ. œ œ œ
10
œ. œ œ Œ
Version 1:
œœœ
œœœ
˙˙ ˙˙
œœœ
? 43 œœœ ... œœœ œœœ
œœ œœ
œœ œ
˙˙ ˙
œœ . œœœ œœœ œœ œœ ... œœ
˙˙˙ .. .
Version 3:
œœ œ
˙˙˙ ...
˙˙ ˙
œœ œ
˙˙ .. ˙˙ ..
œœ .. œ ˙ œ . œœ ˙˙ ˙
œœ .. œœœ œœ œœœ œ. œ
˙˙ .. ˙˙ ..
Version 2:
˙ ? 43 ˙˙˙
Version 4:
œ. ? 43 œœœ ... œœœ œœœ œœœ
11
12
œ œ œ Œ
& 43 œ . œ œ œ ˙ ? 43 ˙˙˙
Assessment of the Four Versions
4
˙˙ .. ˙.
Version 1: There is no harmonic cadence at the end of the phrase. Also the harmonic rhythm doesn’t support the meter. There is a repeated chord between the third beat of the first measure and the first beat of the second, and the chords change on the second beat of measures 2 and 3. Version 2: There is an authentic cadence at the end of the phrase. The harmonic rhythm is much too fast for this familiar melody. The harmonic rhythm does not support the meter. Version 3: The harmonic rhythm is appropriate for this simple melody and there are three circle progressions. A clear authentic cadence completes the phrase. Version 4: This harmonization attempts to provide a chord change for each melody note, which is not appropriate to the style. There is no cadence at the end of the phrase.
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Assignment 10.1
1. The first two chords of each phrase are given. After the first two chords, harmonize each melody in four voices exclusively with descending P5th progressions. 2. Use root position chords exclusively in your harmonization. 3. For maximum benefit, play each phrase on the piano—soprano, alto, and tenor played by the right hand, bass notes played by the left hand. When playing these at a keyboard, the following arrangement is recommended:
œ & 43 œœ
œœœ
œœ œ
œœœ
? 43 œ
œ
œ
œ
I
vi
C:
ii
V
U ˙˙ ˙ ˙ I
4. Harmonize the melodies on paper, in open position whenever possible, with descending P5th progressions. 5. Add the Roman numeral analysis in the blanks provided. 6. If your instructor requests a macro analysis, include chord letter symbols and slurs.
Example:
œ & 43 œ
œœ
? 3 œœ 4
œ œ
I
vi
C:
œ
œ
_____ _____
U ˙
_____
Completed correctly:
3 œ &4 œ
œœ
œ œ
œ œ
U ˙ ˙
? 43 œœ
œ œ
œœ
œœ
˙˙
C
a
d
G
C
I
vi
C:
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ii _____ V _____
I _____
Harmonic Progression and Harmonic Rhythm
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U ˙
1.
#3 & 4 œœ
œœ
? # 3 œœ 4
œ œ
G:
I
œ
vi
œ
______ ______
______
2.
## c œ œ &
œœ
œ ? ## c œ
œ œ
D:
3.
&
I
### c
iii
œœ
œœ
? ### c œ œ
œœ
A:
I
iii
œ
œ
œ
______ ______ ______
œ
œœ
œ ? ## c œ
œ œ
D:
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PART B
I
iii
______
U ˙.
œ
œ
______ ______ ______
4.
# & # c œœ
U ˙.
œ
œ
œ
______
œ
œ
U œœ œ œ
______ ______ ______
______ ______
I
The Structural Elements of Music
4/10/08 4:04:24 PM
Assignment 10.2
1. Following are five series of Roman numerals taken from Bach’s harmonizations of chorale phrases. For each progression indicate the root motion as follows: as5 ds5 as3 ds3 as2 ds2
= = = = = =
ascending 5th descending 5th ascending 3rd descending 3rd ascending 2nd descending 2nd
2. Ignore the I 64 and leave a blank where there is no chord change.
1.
I
2.
I
3.
I
4.
i
5.
I
______
______
______
I
IV
ii 6
______
______
______
IV 6
______
vii ø 6
V
______
______
V6
I6
iii 6
______
______
______
I
V6
vi
______
______
______
ii
I
ii 6
______
______
______
V
ii 6
V
______
______
______
I
I 46
______
V
I
vii ø 6 i6 ii ø 6 V iv VI i 64 V i ______ ______ ______ ______ ______ ______ ______ ______ ______
______
vi
______
Assignment 10.3
IV
______
ii
______
V
______
vi
______
ii 6
______
I 64
______
V
Keyboard assignment: 1. Play the bass notes of each of the five examples in assignment 10.2 on the piano. (For example, the notes of no. 1 in C major are: C C A B C D G C.) 2. Play nos. 1, 2, 3, and 5 in the keys of C major, G major, F major, B-flat major, and D major. 3. Play no. 4 in the keys of A minor, E minor, D minor, G minor, and B minor. 4. Avoid large skips (greater than a P5th), except for the perfect octave.
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Assignment 10.4
1. In the following short phrases, the first and occasionally other chords are written out. Harmonize each melody at the piano in four voices (soprano, alto, tenor, bass). 2. Use the progression types listed above each melody. 3. Play all triads in root position, taking the upper three voices with the right hand. Play the bass voice with the left hand. 4. Harmonize the same melodies on paper, using a mixture of open and close positions. 5. Add the Roman numeral analysis in the blanks provided. 6. If your instructor requests a macro analysis, include chord letter symbols and slurs.
Desc. P5s
Asc. P5s
œ
œ
œ
œ
œ
U ˙
_____
_____
_____
_____
_____
_____
1.
b & b b b c œœ ? bb b c œ b œ A b:
2.
&
#c
I
Asc. P5s
Asc. P5s
œ
œœ
œ
? # c œœ G:
V
_____
_____
œœ
œœ
œ œ
œœ
iii
IV
œ
U ˙
_____
_____
Asc. P5s
Desc. P5
Desc. P5
3.
b & b b b b c œœ œ ? bb b c œ bb D b:
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PART B
I
œ
œ
œ
œ
œ
œœ
U œ
œœ _____ _____ _____ _____
_____
V
_____
The Structural Elements of Music
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Assignment 10.5
Using the same directions as in assignment 10.4, harmonize the following melodies: 1.
&
Desc. P5
###
c œ œ
Desc. P5s
Asc. 2nds
œ
œ
œ
œ
_____
_____
_____
_____
U ˙
œ
? ### c œ œ A:
I
Asc. 2nd Desc. P5
Desc. P5
2.
b & b b b c œœ
œ
œ
? bb b c œ b œ A b: 3.
&
I
#### c
_____ _____
œœ
? # # # # c œœ
œ œ
I
b & b 43 œœ
œœ
œœ
œ œ
œ œ
I
vi
œ
vi
œ
_____
_____
Asc. 2nd
Desc. P5
œ
œ
œ
Asc. 2nd
U œ
œ
_____ _____ _____ Asc. 2nd
œ
Desc. P5s 4.
Desc. P5s
Desc. P5s
œœ
E:
_____ _____
œ
_____ Asc. 2nd
œ
œ
U ˙
_____
_____
Desc. P5s
œ
œ
U ˙
? b b 43 œœ B b:
CHAPTER 10
3711_ben01877_Ch10pp213-234.indd229 229
V
_____ _____ _____
_____ _____ _____
Harmonic Progression and Harmonic Rhythm
_____
229
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Assignment 10.6
1. In the following short phrases, the first chord is written out. Harmonize each melody at the piano in four voices (soprano, alto, tenor, bass). 2. Use the progression types listed above each melody. 3. Play all triads in root position, taking the upper three voices with the right hand. Play the bass voice with the left hand. 4. Harmonize the same melodies on paper, using a mixture of open and close positions. 5. Add the Roman numeral analysis in the blanks provided. 6. If your instructor requests a macro analysis, include chord letter symbols and slurs.
Desc. 3rds
1.
& c œœ
Desc. P5s
œ
œ
œ
œ
_____
_____
_____
_____
œ
U ˙
_____
_____
œ ?c œ C:
V
Desc. P5s
2.
Desc. 3rds
Asc. 2nd
œ
œ
œ
œ
œ
U ˙
_____
_____
_____
_____
_____
_____
b & b b c œœ œ ? bb c œ b E b:
Desc. 3rds 3.
b & b 43 œœ
vi
Asc. 2nd
œ
œ
_____
_____
Desc. 3rds
Desc. P5
œ
œ
œ
_____
_____
_____
Asc. 2nd
˙
Desc. P5
œ
U ˙.
_____
_____
? b b 43 œ B b:
I
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PART B
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The Structural Elements of Music
4/10/08 4:04:28 PM
Assignment 10.7
The following melodies are folk tunes. 1. Harmonize each melody first with block chords (chords in simple position). 2. When you have arrived at a musically satisfying harmonization, change the block chords to an accompaniment figure or pattern for the piano. Use any of the following patterns if you cannot think of an interesting one yourself. (Use only one pattern consistently throughout a single melody.) Suggested accompaniment patterns: These contain a nonharmonic tone or two
œœ œ œ œ œ œ œ œ œ . œ œ . œ œ . œ œ œ œœ
? 43 œ œœ œœ
œ œ œ œ œ œ œ œ œ œ œ œœ 3
The brackets above the notes in nos. 1 and 2 indicate the harmonic rhythm (one chord per bracket). 1. Folk Song: “The Ash Grove.”
# œ & 43 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ ˙ Use descending P5 progressions here 2. Folk Song: “Tell Me Why.”
& b 43
j œ . œ œ ˙ œ œ œ œ
œ
j œ œ . œ œ œ ˙ œ œ œ œ œ
˙
œ
Descending P5s
&b
œ œ œ
j œ œ. œ ˙
œ œ œ
˙.
œ
j . œ œ œ œ œ œ
˙
Use descending P5 progressions here
Descending 3rds here
In harmonizing the following melody, use only the I, IV, and V triads. One measure will require three different triads. Which measure is that? 3. Folk Song: “Las Mañanitas.”
& b 43 œ œ & b œ.
œ. j œ œ
j œ œ œ
œ.
œ
œ
œ
CHAPTER 10
3711_ben01877_Ch10pp213-234.indd231 231
œ
j œ œ œ
œ.
j œ œ œ
œ
œ
œ
œ
˙
œ
Harmonic Progression and Harmonic Rhythm
œ œ ˙
231
4/10/08 4:04:29 PM
Assignment 10.8
Following are phrases from chorales. 1. Using principles discussed in this chapter, harmonize each phrase. 2. First, make the basic chord selection. In the first phrase, limit your selection of chords to I, V, IV, and ii, plus those chords in inversion. 3. Place the roots of the chords on the staff. 4. If the bass line seems too angular (too many leaps), consider placing some of the chords in first inversion. 5. When the bass line is satisfactory, add the alto and tenor voices. 6. Include a few nonharmonic tones. 7. Play your harmonizations in class discussing the merits of each.
1. “Herzlich lieb hab’ ich dich, o Herr” (“Dearly I Love, O Lord”), mm. 1–2.
## c œ &
œ
œ
œ
œ
œ
œ
U œ
2. “Herr Jesu Christ, du höchstes Gut” (“Lord Jesus Christ, Thou Highest Good”), mm. 1–2
# & # c œ
Assignment 10.9
œ #œ
œ
œ
œ
œ
U œ
Following are five chorale melodies with figured bass as harmonized by Bach. 1. 2. 3. 4. 5.
Add the alto and tenor voices according to the figured-bass symbols. Make sure your voice leading conforms to recommended practices. Analyze each chord using Roman numeral analysis. If your instructor requests a macro analysis, include chord letter symbols and slurs. Play your four-part settings in class.
1. “Steh ich bei meinem Gott” (“If I Stand by My God”), BWV 503, mm. 1–2 (modified).
#c Π&
œœ
?#c Œ
œ #œ
œ œ
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PART B
V6 _____
œ
œ
U #˙
œ
œ
œ
˙
6
#
#
6
e:
œ
_____
_____
_____
_____
_____
The Structural Elements of Music
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2. “Jesu, meines Herzens Freud’” (“Jesus, Joy of My Heart”), BWV 473, mm. 1–2 (modified).
œ
œ
œ
#œ
#œ
œ
œ
œ
& c œœ ?c œ œ
œ
˙
#
6
a: _____ i
œ
U ˙
_____
_____
_____
_____
# _____
_____
3. “Befiehl du deine Wege” (“Entrust Thy Ways Unto Him”), BWV 271, mm. 1–2 (modified).
œœ
œ
œ
œ
œ
œ
œ
U œ
? # # c œœ
œ
œ
œ
œ
œ
œ
œ
&
## c
6
D:
I _____
6
6
_____ _____ _____ _____
_____ _____ _____
4. “Nun ruhen alle Wälder” (“Now All the Forests Are at Rest”), BWV 44, mm. 1–2 (modified).
b & b c œœ
œ
? b b c œœ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
6
6
6
B b : _____ I
CHAPTER 10
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_____ _____ _____ _____
U œ œ
_____ _____ _____
Harmonic Progression and Harmonic Rhythm
233
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5. “Wo Gott der Herr nicht bei uns hält” (“Had God the Lord Not Remained with Us”), BWV 258, mm. 1–2 (modified).
##
c œœ
œ
œ ? ## c œ
œ
&
œ
œ
œ
œ
œ
U œ
œ
œ
œ
œ
œ
œ
6
D:
Assignment 10.10
vi _____
_____ _____ _____ _____
? bb c
œ
œ
œ
g:
? b 43 œ # œ d:
œ
6
œ
˙
6
œ
? ## c œ D:
?c œ a:
PART B
˙
œ #
œ
U ˙.
œ #
6
3.
4.
#
6
œ
U w
œ
œ
œ
#œ
#
6
2.
3711_ben01877_Ch10pp213-234.indd234 234
_____ _____ _____
1. On a separate sheet of paper, write out each figured bass, leaving a staff above for the soprano and alto. 2. Examine the figured bass so you know what possible pitches are available to the soprano voice. 3. Complete the soprano voice first and make sure it is compatible with the bass voice. Play the bass and sing the soprano (or vice versa) to check your results. a. Each soprano should contain an ascent and a descent. b. The soprano melody should end with scale degrees 3ˆ–2ˆ–1ˆ or, in some cases, 3ˆ–2ˆ–2ˆ–1ˆ. 4. When the two outer voices are completed, add alto and tenor voices. Whenever possible, make the inner voices interesting as well. 1.
234
6
6
œ
œ
6
6
œ
œ
œ
U œ
œ
U œ
œ 6
œ
6
œ 6 4
#
The Structural Elements of Music
4/10/08 4:04:31 PM
CHAPTER
11 The Dominant Seventh Chord
TOPICS IMPORTANT CONCEPTS
Dominant Seventh Chord
Seventh Chord
Dominant Seventh Chord
Major-Minor
The seventh chord—a triad with an added note a third degree above the fifth—is so named because in root position it has a characteristic interval of a seventh between the root and the added note. This chapter is devoted to the most common type of seventh chord in tonal music, the dominant seventh. The dominant seventh chord is a diatonic seventh chord built on the fifth scale degree of the major, harmonic minor, and ascending melodic minor scales. The major triad (root, third, fifth) and minor seventh (from root to seventh) create a distinctive sound that is universally linked to the dominant function. All seventh chords have a particular sound or quality determined by two characteristics—the type of triad (major, minor, diminished, or augmented) and the type of interval from the root to the seventh (m7, M7, or d7). Since the dominant seventh chord consists of a major triad and a minor seventh, its quality is described as major-minor (abbreviated as “Mm”).
Figure 11.1
&
ww w
w w
www w
Major triad + m7 = Major-minor
The V7 is found almost as frequently as the dominant triad. Figure 11.2 is typical of the widespread use of the V7.
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Figure 11.2 Louise Reichardt: “Die Blume der Blumen” (“The Flower of Flowers”), mm. 1–4.
b & b b b 68 œj
œ œ œ J J J œ œ Jœ
œ.
Es
blüht ei - ne schö - ne
Blu
b & b b b 68 ‰ ? bb 6 ‰ bb 8 A b:
Inversions of the V 7
j œ œ
œ -
me
in
j œ œ
j œ œ.
ei - nem wei - ten Land,
œ œ œ œ œ œ p. œœ . œ . œ.
œ œ œ œ œ œ œ œ œ œ œ œ œœ . œ. œ. œ. . œ. œ. œ.
œ œ œ
Ab
E b7
Ab
E b7
Ab
Eb
I
V7
I
V7
I
V
œ. œ.
The various positions of V7 are illustrated in Figure 11.3. The numbers you see designate the various positions of the chord and indicate intervals above the bass note. Interpret the first example in the chart as: 7 = Interval of a seventh above the bass. 5 = Interval of a fifth above the bass. 3 = Interval of a third above the bass. Viewing Figure 11.3, you will see that the 7 (seventh above G) is F, the 5 (fifth above G) is D, and the 3 (third above G) is B. Baroque period composers often deleted some of the numbers to make manuscript copying less tedious. In Figure 11.3, the column on the right shows the symbols in the simplified form we will use throughout this text.
Figure 11.3
Position Root Position
Analysis Showing All Intervals Above the Bass Tone
?
ww ww
Analysis as Simplified for Conventional Use
?
7
C: V 7
C: V 53 First Inversion
?
wwww 6
C: V 53
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PART B
www w
?
wwww C: V 65
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?
Second Inversion
wwww
?
6
C: V 43
C: V 43
?
Third Inversion
w www
?
6
w www
C: V 42 or V 2
C: V 42
Macro Analysis Symbol
wwww
In the macro analysis system, dominant seventh chords are handled in the same manner as dominant triads. When labeling dominant seventh chords, include a superscript 7 along with the triad letter name (G7, for example). The purpose of macro analysis is to expose root relationships and harmonic gestures throughout a composition. Therefore, some individual chord details are not emphasized in the system. Do not include inversion indications with your dominant seventh chord labels. One of the most common circle progressions is the dominant to tonic resolution. The macro analysis system requires you to add the slur symbol to indicate the circle progression when a dominant seventh chord is followed by the tonic (G7–C, for example). As mentioned in Chapter 4, macro analysis symbols are typically positioned below the score. When appearing in conjunction with Roman numerals, the macro analysis will occupy the higher level and the Roman numerals will be positioned below.
Figure 11.4 Mozart: Sonata in G Major, K. 283, I: Allegro, mm. 1–4. Allegro œ. œ œ # 3 œ. œ œ Œ Œ œ œ Œ & 4 œ œ Œ p œ œ œœœœœ œœœœœœ œœœœ ? # 43 Œ œ œ œ œ œ
History
Macro analysis:
G
D7
( G:
I
V 43
V 65
I)
In music of the Renaissance period, the dominant seventh chord was foreign to the style. The seventh chord developed when nonharmonic tones gradually assumed the importance of a chord tone. In the sixteenth century, the sound, but not the function, of seventh chords came into existence. Early baroque period composers, such as Monteverdi and Scheidt, introduced the V 7 chord, as well as functional harmony in general. In early seventeenth-century music, examples of dominant seventh chords are scarce and the chords are treated very conservatively. In Figure 11.5, the seventh is prepared and resolved as a suspension, clearly indicating its dissonant status.
CHAPTER 11 The Dominant Seventh Chord
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G
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Figure 11.5 Monteverdi: “Lasciatemi morire” (“Oh, Let Me Die”) from Lamento d’Arianna, mm. 6–8.
& c b ˙˙
Œ ˙
œ
# wœ
˙
œ
# ˙w etc.
&c ˙
Œ
? c bœ w
œ
œ
Prep.
w
w Sus. Res.
˙
œ w
œ
etc.
˙
˙w
Dominant 7th Chord Later in the baroque period, V7 chords were more plentiful and became an integral part of the musical language. The dominant seventh chord was in constant use throughout the classical period. Its treatment was similar to that of the baroque period. In the romantic period, dominant seventh chords were plentiful, but freer voice-leading treatment gradually developed. In Figure 11.6, note the descending nature of the bass and the absence of resolution of the seventh factor. In this example tonality is temporarily suspended so no Roman numeral analysis is provided. The seventh factor does not resolve in any of the three major-minor seventh chords, showing that the chord had achieved nearly consonant status.
Figure 11.6 Chopin: Mazurka in F Minor, op. posth. 68, no. 4, mm. 1–4. Andantino
bb 3 &bb 4 œ
œ œ œ œ œœ œ
sotto voce
? b b b 43 Πb
œœ œ
Ÿ nœ #œ œ
œ
n œœœ
b œœœ
Œ
Mm 7th
bœ
œ œ œ œ
Œ
b œœ bœ Mm 7th
œœ œ
Ÿ nœ #œ œ
œ
œœ œ
b œœœ
Œ
Mm 7th
In the post-romantic and impressionistic periods, the functional use of the dominant seventh chord was on the wane. Chords weighted more heavily with dissonance (9ths, 11ths, and 13ths) became common, and as divergent musical styles multiplied during this period, the major-minor seventh chord declined in use as a dominant function. In most contemporary music written for performance in concert halls or opera houses, the V7 chord ceases to exist except in those styles that make conscious use of functional harmony. Nonetheless, throughout both Europe and America, popular music continued to use functional harmony. Folk and popular songs, as well as the earlier forms of jazz and blues, were laced with dominant seventh chords. Even into the 1960s, folk and popular songs, mainstream jazz, and blues had changed little in regard to the dominant seventh. In-
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deed, at the present moment, V7 is alive and well in the hands of rock and rock-derivative styles. Figure 11.7, from a jazz composition by Charlie Parker, composed in the early 1950s, illustrates straightforward circle progressions involving V 7. Note that the popular music symbol for the dominant seventh is shown as a capital letter with a superscript 7 (C7).
Figure 11.7 Parker: Au Privave, mm. 1–3. F
& b 44 œ œ œ œ Œ œ # œ > Chords reduced to simple position: ? b 44 w ww
Resolution of the Dominant Seventh Chord Circle Progression
œ
C7
œ >
‰ œ >
F
j œ œ œ œ œ œ œ
˙˙˙ ˙
˙˙˙ ˙ ii 7
I
F:
APPLICATIONS
G MI 7
˙˙˙
V7
I
Unlike the dominant triad, the dominant seventh chord contains a dissonance—the seventh factor. Musical style is much affected by the way in which the seventh of the seventh chord is treated. From the dissonant seventh’s emergence in the sixteenth century until the post-romantic and impressionistic periods, composers routinely resolved downward by step in the succeeding chord and followed the V7 with the tonic triad. The dominant seventh chord can be resolved in a number of ways, but the most common resolution is by a circle progression (V 7–I). 1. The seventh of the V7 resolves down one scale step to the third factor of the tonic triad. The seventh factor may be in any voice (soprano, alto, tenor, or bass). 2. When the seventh is the bass note (V 42), it must resolve to the third factor of I, and the tonic triad must automatically be in first inversion (I6). 3. Noting the illustrations in Figure 11.8, you will observe that if you first resolve the seventh down a step, the three remaining voices will move smoothly to notes of the I triad. In the first, second, and third inversion examples, the common tone (G) is retained in the same voice, whereas in the root position example, all three upper voices move in similar motion to the nearest chord tones. 4. In all four examples, all four factors of the V7 are present. In unusual instances, an incomplete V7 may be necessary. In such cases omit the fifth factor.
Figure 11.8 Root Position
œ & œ
œ œ
? œœ
7th resolves
C:
V7
First Inversion
œ œ
œœ
œ œ
I
V 65
œ œ 7th resolves
Second Inversion
œ œ
œœ
œœ
I
V 43
CHAPTER 11 The Dominant Seventh Chord
3711_ben01877_Ch11pp235-254.indd239 239
œœ
Third Inversion
œ œ
7th resolves
œœ
I
V 42
œœ
œœ 7th resolves
œ œ
I6
239
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The excerpts in Figure 11.9 show typical V7 resolutions in circle progressions. Note that although the chord sevenths resolve downward, the leading tones resolve upward.
Figure 11.9 L. Viola Kinney: Mother’s Sacrifice, mm. 15–21.
œ œ œœœœ œ œ œ 4 œ œ œ œ œ b œ & 4 œœ wwœ wwœ ww 3 (LT) 7th ˙ b˙ w resolves w w ? b 44 œ ww ww w w w F:
~~~~
˙. œ œw œ œ œ wœ œ œ œ ˙˙˙ ... w (LT) w w 7th Resolves w w w w ww
F
C7
F
Bb
(F)
C7
F
I
V7
I
IV
(I 64 )
V7
I
Joplin: Maple Leaf Rag, mm. 77–80.
b & b b b 42 œœ œ œœ b œœ œœ œœ œœ œ œœ œ œ œœ n œœ œœ œ n œœ œ ≈ b œœ ? b b b 42 œ b œ
œ œ
œœ œ
œ œ
œ nœ œ nœ
œœ œ œ œ œ
œœ œœ J
7ths resolve down a step
œ œ
œ nœ œ nœ
œ œ
œ œ
œ œ (LT)
E b7 A b : V 65
œ œ j œ œ œ œ
Ab I
E b7 A b V7
I
5. In Figure 11.10, the seventh of the chord and the leading tone are both resolved. In such cases omit the fifth factor of the tonic triad and triple the root.
Figure 11.10
& œœ œ ? œ C:
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PART B
Tripled root and no 5th LT
œ œ
7th
V7
Tripled root and no 5th
œ œ
œ œ 7th
œ œ
œœ LT œ œ
I
V7
I
The Structural Elements of Music
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Noncircle Progressions with Resolution
Sometimes a V7 is diverted temporarily from its normal resolution to I. In these cases root movement will usually progress by second or third (see Figure 11.11). A typical example of this progression type is V7 to vi (or VI in the minor). Notice the doubling of the third in the vi chord, which avoids parallel perfect fifths.
Figure 11.11 Root Position
C:
Third Inversion
œœ
œ œ
7th resolves
œœ
œœ
7th resolves
œœ
œœ
vi
V7
vi
V 42
& œœ ? œœ
Root Position
œœ
V7
œœ
œœ 7th resolves
œœ
iii
The Bach chorale phrase in Figure 11.12 demonstrates the resolution of the seventh factor in a noncircle progression using common stylistic practice. The seventh resolves one scale degree down to the fifth factor of the vi chord, and the third of the vi chord is doubled.
Figure 11.12 Bach: “O Herre Gott, dein göttlich Wort” (“O God, Our Lord, Thy Holy Word”), BWV 184, mm. 1–2.
œ œ
U œ œ
œœ
œœ
œ œ
D7
e
D
G
V7
vi
V
I
# & c œœ
œœ
œœ
? # c œœ
œœ
œ œ œ œ œ
7th resolves
œœ
G
e
b
C
I
vi
iii
IV
G:
œœ
œœ
œ œ
Root ascends one step
Nonresolution of Seventh Factor
In rare instances the seventh factor of the V7 chord cannot be resolved in the same voice. This typically occurs when the resolution note is not part of the succeeding chord. In most instances, however, the resolution of the seventh is only delayed and eventually occurs in the appropriate manner after a few intervening chords. No standard voice-leading pattern has been established for nonresolution of seventh factors. Observe good voice-leading principles and avoid parallel perfect intervals.
CHAPTER 11 The Dominant Seventh Chord
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Figure 11.13 Root movement by step Roots ascending by P5
& œœ
œœ
œœ
œœ
7th does not resolve
7th does not resolve
œ œ
œœ
V7
V7
ii
? œ œ C:
œ œ
IV 6
The following illustration by Mozart shows the iv6 triad as an embellishment of the V7.
Figure 11.14 Mozart: Sonata for Violin and Piano in G Major, K. 379, I, mm. 70–73.
œ b & b 43
œ œ. œ. œ.
b 3 &b 4 ˙
œ
b 3 & b 4 #˙ g:
œ
œ œ. œ. œ.
˙
œœ œ ?œ œ
œ
#˙
˙ ˙
œ œ. œ. œ. œ f œœ # ˙˙˙ ˙ œ 7th does not resolve œ ˙ œ ˙
œ # ˙˙ ˙
f # ø7
D
Eb
f # ø7
D
c
D7
c
D7
vii ø7
V6
VI 6
vii ø7
V6
iv 6
V7
iv 6
V7
j U œ ‰ Œ U
Œ
U
Œ
Chord root descends one step
Stylistic Practices for Voice Leading in V 7 Chords
We now add the following stylistic practices to the list that begins in Chapter 9 (also see Appendix A): 10. Resolve the seventh of the V7 chord down one scale degree in the same voice. In the few instances where the resolution tone is not present, either keep the seventh as a common tone or move it by the smallest melodic interval possible. 11. All four factors of the V7 chord are usually present, but for smoothness of voice leading, the fifth may be omitted and the root doubled. Unstylistic departures, listed on pages 201–203, also apply to V7 chords and inversions.
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Assignment 11.1 1. (Ex.)
ww # & ww
2.
11.
12.
? w
Write a major-minor (Mm) seventh chord above each given note as shown in the example. 3.
w
8.
? ####
? ### f # : V7
18.
bw
bw
bw
19.
#w
#w
####
20.
#w
E b : V7
9.
10.
C b : V7 11.
###
bb B b : V7
nnn
A: V7
6.
#w
#### # # F # : V7
D b : V7
B: V7 12.
13.
#
C: V7
7.
bbbbb
#
14.
bbbb
bbbbbb
A b : V7
G: V7
G b : V7
Spell the V7 chord in the minor keys indicated.
2.
3.
bbbbbb
bbbbb
e b : V7 9.
nnn
c: V7
####
a: V7
5.
#
11.
bb g: V7
6.
#### ## #
g # : V7
b b : V7 10.
bbb
4.
a # : V7 12.
#
7.
#### # #
e: V7
##
d # : V7
13.
CHAPTER 11 The Dominant Seventh Chord
3711_ben01877_Ch11pp235-254.indd243 243
10.
#w
17.
5.
bbbbbbb
F: V7
d: V7 8.
4.
bbb
Assignment 11.3
www # b & w
bw
9.
#w
bw 16.
bw
3.
E: V7
15.
8.
Spell the V7 chord in the major keys indicated.
b
D: V7
7.
bw
14.
w
2.
# # www w &
6.
w
13.
w
1. (Ex.)
5.
w
Assignment 11.2
1. (Ex.)
4.
#### c # : V7
b: V7
14.
bbbbbbb a b : V7
243
4/10/08 4:05:29 PM
Assignment 11.4
Each exercise consists of two chords, the first of which is a dominant seventh chord. 1. In the first column, name the key and mode (examples: A minor, C major). 2. In the second column, write the analysis of both chords. Remember that the first is always a dominant seventh. 3. In the third column, write the letter (a, b, or c) that represents the type of progression present in the example: a. Circle progression—seventh resolves down one scale step. b. Noncircle progression—seventh resolves down one scale step. c. Noncircle progression—no resolution of seventh.
1.
& œœ
œœ
? # œœ
œœ
6.
& bœ œ ? b b œœ
2.
3.
# œœ # # œœ
# œœ
b œœ
b œœ
# œœ
bb œœ
b œœ
7.
b œœ œœ
8.
œœ #œ œ
1. (Ex.)
#œ #œ œ #œ
b œœ œ œ
4.
5.
b œœ œ œ 9.
œœ œ œ
bœ œ bœ œ
#œ #œ
#œ œ
#œ #œ
#œ #œ
Key
Chord Analysis
Type
G major
V65 I
a
œ œ
œ bœ
œ œ
œœ
10.
# œœ
œ bœ
œœ
œ œ
2. 3. 4. 5. 6. 7. 8. 9. 10.
244
3711_ben01877_Ch11pp235-254.indd244 244
PART B
The Structural Elements of Music
4/21/08 1:09:07 PM
Assignment 11.5
Each exercise consists of two chords, the first of which is a dominant seventh chord. 1. At least one voice-leading error can be found in each example. 2. Find the particular error (or errors) and describe each briefly in the blanks provided.
1.
## œ & œ
œ œ
? ## œ œ
œœ
6.
2.
#### # œ & œ
œ œ
? # # # # œœ
œœ
3.
b b œœ
œœ
œ bb œ
œœ
# œœ # œœ
7.
###
œœ œ ### œ
4.
# œœ œœ
8.
œ œ œ
5.
b b œœ
œ œ
bbbb œ œ
œ œ
b b œœ
œœ
b b b b œœ
œœ
9.
b b # œœ
œ œ
b b b b b œœ
œ bb œ
œœ
œ bbbbb œ
œ œ œ œ
10.
nnnnn œ œ
œ œ
œ nnnnn œ
œ
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
CHAPTER 11 The Dominant Seventh Chord
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245
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Assignment 11.6
Before completing the following chorale-style harmonizations on paper, play them on the piano using the right hand for the soprano, alto, and tenor and the left hand for the bass voice. The following example shows correct procedure. Note that the V7 chord has a doubled root, but no fifth. This arrangement is necessary to avoid unstylistic parallels.
# & # 43 œœœ
œœ œ
œœœ
U ˙˙ .. ˙.
? # # 43 œ
œ
œ
˙.
ii 6
V7
D:
I
I
After you have completed the keyboard portion of the assignment, write out the harmonizations on paper, using these guidelines: 1. Add the alto and tenor to the following chorale-style harmonizations. 2. Be sure your part writing conforms to recommended practice. 3. Make a complete Roman numeral analysis.
1.
U ˙.
## 3 œ & 4
œ
œ
? # # 43 œ
œ
œ
6
7
_____
_____
_____
U ˙.
D:
_____
3.
### 3 & 4 œ
œ
œ
? # # # 43 œ
œ
œ
6
A:
˙.
˙.
2.
b & b 43 œ
œ
œ
? b b 43 œ
œ
œ
B b:
_____
_____
˙.
7
8* 8
_____
_____
b & b b 43 œ
œ
œ
U ˙.
? b b 43 œ b
œ
œ
˙.
6
7
8* 8
_____
_____
_____
4.
7
_____ _____ _____
_____
U ˙.
E b : _____
*Double the octave above the bass note.
246
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PART B
The Structural Elements of Music
4/10/08 4:05:31 PM
#3 & 4 œ
œ
œ
U ˙.
?#3 œ 4
#œ
œ
˙.
5.
_____
b3 & b 4 #œ
œ
œ
? b3 œ b 4
œ
œ
#
6 5
e:
6.
_____
_____
4 2
_____
g:
*
_____
6
7
_____
_____
U ˙. ˙.
#
_____
*Raise the fourth above the bass note one half step.
Assignment 11.7
1. Harmonize the following folk song either at the piano or on paper. 2. Select no more than one chord per measure. In some instances, a single chord will harmonize more than one measure. 3. Use only the following chords: I, V7, ii or ii6, vi, and IV. 4. At the piano, play the melody with the right hand and the accompaniment figure with the left hand. 5. Make up your own accompaniment figure or select one from those shown below. Each example shows how the pattern can be fitted into I and V7. You will have to figure out how the accompaniment pattern can be made to support other chords. 6. All of the arrangements should be played in class, whether written out on paper or improvised at the keyboard.
Accompaniment figures: 1. ? b b œ œœ œœ b 4. ? bb œ œ œ œ œ b
œ œ œ œœ œœ
œ œ œ œ
2.
œ œœœœ
5.
œ. œ
œ œ œ œ
œ. œ œ. œ
œ. œ œ œ
3.
œ . œ œ . œ 6.œ œ œ œ œ œ.
œ œ. œ œ œ œ œœ
Folk Song: “The Sailor.”
b & b b 43 b & b b ˙.
œ œ œ œ
œ œ œ
œ œ œ
œ ˙
œ œ œ
œ œ œ
œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ ˙.
CHAPTER 11 The Dominant Seventh Chord
3711_ben01877_Ch11pp235-254.indd247 247
œ œ œ
247
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Assignment 11.8
The following excerpts are from music literature. 1. 2. 3. 4.
Make a complete harmonic analysis of all four excerpts. If your instructor requests a macro analysis, include chord letter symbols and slurs. Circle nonharmonic tones and name them, using the standard abbreviations. Above the staves, bracket each phrase and indicate phrase relationships with letters. Review Chapter 6. 5. Label other compositional aspects such as sequences, melodic repetition, and rhythmic repetition. 6. Below the analysis, bracket each cadence and indicate the type (perfect authentic, imperfect authentic, half, deceptive, or plagal).
1. Haydn: Sonata in C Major, Hob. XVI:35, I, mm. 1–16. CD Track 71
Æ œÆ œÆ œr œ œ œ & C œ. Z f œœ ?C Œ Œ Ó Allegro con brio 1
2
œÆ œÆ œÆ œ . œ 3 Æ œ œœ œœ œ Œ Ó
œÆ œœ œ
Ϯ
Ϯ
Ϯ Ϯ
4
œœ œœ œ œ
œÆ Œ Œ œ . œ œœœ Œ Ó &
C:
&
5
Ϯ
&œ œ &
9
Ϯ
œ . œ œÆ
œ . œ 6 œÆ
Œ
Œ
œœ œÆ
Ϯ
r œ
œ . œ œÆ
œœ Œ œ
10
Ϯ
œÆ Œ
œœ œÆ
Ϯ
7
Ϯ
Ϯ
8
Ϯ
Œ
œ. œ
Œ
3
œ œ
œ œ
œœ
œ œ œ œ 11œÆ
œœœœœœœœœœœœ
œœ œÆ
Ϯ
Ϯ
Z
12
œÆ Œ Œ . œ œ ?
Œ Ó & œœœœœœœœœœœœ œœœœœœœœœœœœ œœœœœœœœœœœœ œ 13
&
Ϯ
œ . œ œÆ
œ . œ 14œÆ
œ . œ œÆ
Ϯ
15
Ϯ
Ϯ
Ϯ
Ϯ
œ œ œœœœœ œœ œœ œœ œœ œœ œœ œœ œœ œ œ œ œ œ œ ? œœ œœ œ œ œ
248
3711_ben01877_Ch11pp235-254.indd248 248
PART B
16
&
˙. ˙w
The Structural Elements of Music
4/10/08 4:05:33 PM
2. Kuhlau: Sonatina in F Major, op. 55, no. 4, II, mm. 1–27. CD Track 72 Andante con espressione
b 3 1 œœ b & 4 pœ ? bb 3 œ 4
œœ
œœ
2
sostenuto
œœ
œœ- ..
œœ œ J œ
3
˙˙ . .
œœ
œœ
>œœ . .
œœ
œ œ
4
œœ ˙˙ J œœ œ œ
5
œœ œ œ
œœ œœ œœ œœ œœ œœ
Œ
B b:
&
6 bb
œœ . œ .
? b b œœ
7 œ. œ œ. œ œ
Œ
Œ
œ. œ œ.
œœ œ œ œ J . n œ. b œ. œ œ ? bb œ ‰ Œ
b & b œœ œœ œœ œœ ? b b
œœ œœ
œœ
˙˙
œ
œ œ
˙ ˙
œœ
17
18
œœ p œœ
œœ
œœ
œœ
œœ
œ . œ23 œ œ . œœ .. œ œ œœ
.. .. ˙
#œ
œ œ œ œ œ œ œœ œ œœ œ œœ œ .. .. œ œ œ legato e cresc.
Œ
Œ
œœ œœ p Œ œ œ œ
j œœ œœ
œœ .. ˙ .. ˙
19
œœ œœ
24
˙˙ ˙ ˙
25
j œœ ˙˙
œœ .. > œ œœ œ
.. ˙˙
œ
˙ . œœ . ˙
œœ
œ
œœ J œ
20
CHAPTER 11 The Dominant Seventh Chord
ben01877_ch11.indd 249
œ J
œ. œ. œ
10
13 14 15 œ. œ œ. >œœ .. . œ œ . œ nœ œ. œ œ œ # œ . œ œ . J J J p œ œ œ œœ œ œœ œ œœ œ œœ œ œœ œ œœ œ œœ œ œ œ œ œœ œœ œœ
16
22
9
12
b & b œœ
21
œœ p œ
Œ
œ J & œ œ œ œ œ œ ? bb œ œ œ 11
bb
8
œ œ
26
&
œœ
˙˙ ..
π ˙˙ .. ˙.
œ œ
27
Œ
œœ Œ Œ œœ Œ Œ
249
2/16/09 10:52:31 AM
3. Beethoven: Sonata in F Minor, op. 57, II: Andante con moto, mm. 9–16. CD Track 73
? b b b 42 bb ? b b b 42 bb
1
œœœ .... œœœ œœœ ... ..
œœ œœœ œ
œœ œ
œœ .... œœ œœ ..
œœ œœ
œœ
2
.. œœœ p .. œ œ
3
œœ œ
œœœ .... œœœ œœœ .. .. .
œ œ œ œ œœ œœ œœ
œœ
œœ .... œœ œœ ..
œ œœ œ
4
œ œ
D b:
? b b b œœœ bb 5
œœœ .... ..
œœ 6 œ & œœ . œ ..
œœœ œœ œ œœ œ œ
œœ ....
œ. œ.
œ œ
cresc.
? bb b b b œœ
œœ
œ œ œ œ
7
8
œ p œœ œ
œ. œœ .. œ. œ œ. œ œ J
œœ œœ
‰
..
‰
..
4. Haydn: Symphony no. 97 in C Major, I, mm. 76–91 (modified). CD Track 74 1 2 3 . œ. # œ. œ. 4 œ # œ œ. œ. œ 5 . . j œ 3 œ œ œ œ œ ˙. & 4 ˙. œ œ œ œ. p œ œ œ œ œ œ œ œ œ œœ œœ œœ œ œ œ œ œ œ œ œ œ œ œ ?3 # œœ œ ˙. œ 4
G:
œ œ 7œ œ œ œ 8 œ œ œ œ #œ œ & œ œ œ œ œ œ œ œ œ # œœ œ ? œ ˙ œ œ. œ. 6 j
œ
12
&œ
Œ
œœ # œœ 13 # œœ
? œ œ œ. Œ œ. . .
250
ben01877_ch11.indd 250
Œ
9
œ. œ. Œ œœ œœ
œ. .œ # œ. œ. Œ
PART B
Œ œœ œœ œ. . . œ œ. # œ Œ
Œ œœ # œœ # œœ
14 œ œ
10
œœ Œ . .œ œ. œ
œ.
œ 11 # œ œ œ œœœ œ œœ œ
œœœ Œ # œœ
œ #œ œ œ œ œ œ 16 œ œ 15 œ
Œ œ. . œ . œ. œ œœ œ
œœœ
Œ
# œœ
œœ œ
The Structural Elements of Music
2/16/09 10:52:32 AM
Assignment 11.9
Before completing the following chorale phrases on paper, play them on the piano using the right hand for the soprano, alto, and tenor and the left hand for the bass voice. For an example of correct procedure, see assignment 11.6. J. S. Bach harmonized all of these chorales. After you have completed the keyboard portion of the assignment, write out the harmonizations on paper using these guidelines: 1. Add the alto and tenor to the chorale phrases using good voice-leading procedures. 2. Make a complete Roman numeral analysis. 1. “O wir armen Sünder” (“Oh, We Poor Sinners”), BWV 407, mm. 1–2 (modified).
##
c œœ
œ
œ
œ
œ
œ ? ## c œ
œ
œ
œ
œ
&
6 5
D:
I _____
_____
U ˙
œ
˙
œ
6
_____
_____
_____
_____
_____
2. “Jesu, deine tiefen Wunden” (“Jesus, Thy Deep Wounds”), BWV 194, mm. 3–4 (modified).
b & b c œœ ? bb c œ vi B b : _____
œ
œ
œ
œ
œ
U ˙
œ
œ
œ
œ
œ
˙
_____
6
6 5
_____
_____
7
_____
_____
_____
3. “Es spricht der Unweisen Mund wohl” (“The Lips of the Foolish Say”), BWV 308, mm. 5–6 (modified).
& b c œœ œ ?bc œ F:
IV _____
œ
œ
œ
œ
œ
œ
U œ
œ
œ
œ
œ
œ
œ
œ
4 2
6
_____ _____ _____ _____
CHAPTER 11 The Dominant Seventh Chord
3711_ben01877_Ch11pp235-254.indd251 251
6
_____
7
_____ _____ 251
4/10/08 4:05:35 PM
4. “Straf’ mich nicht in deinem Zorn” (“Punish Me Not in Thy Wrath”), BWV 115, mm. 9–10 (modified).
b & b b c œœ
œ
œ
? b c œ bb œ
œ
œ
E b:
ii _____
œ
œ
œ
U ˙
œ
œ
œ
˙
6
7
_____
_____
4 2
6
6 4
_____
_____
_____
_____
5. “O Gott, du frommer Gott” (“Oh God, Thou Faithful God”), BWV 45, mm. 3–4 (modified).
#### c œ & œ
œ
œ ? #### c œ
œ
6
E:
ii 6 _____
œ
œ
œ
œ
œ
œ
œ
œ
œ
œ
4 2
6
6 5
_____ _____ _____ _____
U œ œ
7
_____ _____ _____
6. “Keinen hat Gott verlassen” (“God Has Forsaken No One”), BWV 369, mm. 5–6 (modified).
## c
œœ
œ
œ
œ
œ
? # # c œœ
œ
œ
œ
œ
4 3
6
&
6
D:
252
3711_ben01877_Ch11pp235-254.indd252 252
PART B
V6 _____
_____ _____ _____ _____
œ
œ
U œ
œ
œ
œ
6
_____ _____ _____
The Structural Elements of Music
4/10/08 4:05:36 PM
Assignment 11.10
As a keyboard assignment: 1. If you have difficulty with this type of assignment, become familiar with the figured bass first. Play the bass notes with the thumb of your right hand. Add the other notes of the chord (from figured bass) with the fingers still available. Do not worry about voice leading at this point. 2. After you are familiar with the harmony, play the bass voice with your left hand and begin work on an interesting melodic line. Throughout the study of keyboard harmony, let the right hand take the soprano, alto, and tenor while the left hand plays the bass. As a written assignment: 1. On a separate sheet of staff paper, write out each figured bass, leaving a staff above for the soprano and alto. 2. Complete the remaining three upper voices according to the figuration supplied. 3. To help you in writing the soprano voice: a. On a piece of scratch paper, write out the notes of each chord, including doubled notes. b. From this sketch, begin writing the entire soprano melody, giving it a desirable contour—one climax tone and distinct directional movements. c. Remember to maintain a majority of steps rather than skips in your melody. 4. When the melody is complete to your satisfaction, add the alto and tenor voices. 5. Make a complete Roman numeral analysis. 1.
? bb c œ B b:
4 2
2.
œ
œ
6
3 3
? ## c œ
œ
4 2
6
D: 3.
?c œ C:
œ
œ
œ
6
œ
œ
6 5
3 3
œ
7
? ### c œ
œ
œ
œ
5.
?c œ
œ
C:
6 5
œ
œ
œ
6
A:
6 5
œ
œ
U œ
7
6 5
4.
œ
œ
œ
6
7
U œ
U ˙
7
œ
œ
U ˙
6
CHAPTER 11 The Dominant Seventh Chord
3711_ben01877_Ch11pp235-254.indd253 253
œ
œ
œ
6
U ˙.
253
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12
CHAPTER
The Leading-Tone Seventh Chords
TOPICS
Leading-Tone Seventh Chords Diminished-Minor
Half Diminished Diminished-Diminished
Fully Diminished Prolongation
IMPORTANT CONCEPTS
Closely related to the dominant seventh chord are the leading-tone seventh chords. Like their triad counterpart, these leading-tone seventh chords often function as dominant substitutes but can also appear as harmonic embellishments in linear passages. Diatonic leading-tone seventh chords are built on the seventh scale degree of the major, harmonic minor, and ascending melodic minor scales. In major keys, the quality of the chord is diminished-minor (dm). Diminished-minor is also known as half-diminished. In minor keys, the quality is diminished-diminished (dd), but the name is usually abbreviated to diminished or fully diminished.
Leading-Tone Seventh Chords
Figure 12.1 Half-diminished:
&
www
w w
Diminished triad + m7
Fully diminished:
www w =
&
diminished-minor
www
bw w
b www w
Diminished triad + d7 = diminished-diminished
Leading-tone seventh chords are represented by vii Ø 7 and vii ø 7 in Roman numeral analysis. In vii Ø 7 , the vii indicates a chord on the seventh scale step, the Ø shows that the quality of the chord is diminished-minor, and the 7 means that it is a seventh chord. The ø in the vii ø 7 designates a diminished-diminished seventh chord. The vii Ø 7 is used in major keys and the vii ø 7 in minor keys. Both the vii Ø 7 and vii ø 7 are associated very closely with the dominant seventh chord because they have three notes in common with the V7.
Figure 12.2 Major
www & w C:
V7
ww ww vii Ø 7
Three tones in common
Minor
b b n www b & w c:
V7
A www nw vii ø7
Three tones in common 255
3711_ben01877_Ch12pp255-270.indd255 255
4/10/08 4:06:15 PM
Composers frequently substitute leading-tone triads and seventh chords for the dominant in the interest of variety and diversification. In Figure 12.3, Beethoven alternated the vii ø 43, vii ø 6 , and V6 freely to represent dominant harmony.
Figure 12.3 Beethoven: Sonata in C Minor, op. 10, no. 1, I: Allegro molto e con brio, mm. 13–16.
b & b b 43 ? b 3 bb 4
œ
œ. œ. éf Œ
œœ
œ œ œ œ J œœ œ Œ c:
œ œ
œ œ.
n ˙˙˙
œ œ
œ œ
œœ
nœ n œ.
œ œ
œ œ
˙˙
œœ
n œœ
c
bø 7
c
bø
Ab
G
i6
vii ø 43
i6
vii ø 6
VI 6
V6
œ œ. Œ
Œ Œ
All three of these chords represent dominant function.
Since V7, vii Ø 7 , and vii ø 7 all represent dominant harmony, composers intermixed them freely. This is particularly true for the subtle half-step fluctuation between vii ø 7 and V7. In Figure 12.4, the seventh (B-flat) of the vii ø 7 moves down to the root (A) of the V7 chord. This blended use of vii ø 7 and V7 results in a reiteration and elongation of the prevailing harmony—also known as a prolongation.
Figure 12.4 Mozart: Sonata in G Major, K. 283, III: Presto, mm. 64–69.
# 3 œj œ # œ œ œ œ œ # œ b œ j œ œ # œ b œ j œ œ # œ b œ j œ œ # œ b œ j œ. œ. œ. œ. & 8 œ p f p f p f p f ?# 3 ‰ ‰ & œœj ‰ ‰ œœj ‰ ‰ œœj ‰ ‰ œœj ? ∑ 8 #œ #œ #œ #œ D:
œœ ‰ ‰ œJ p œ fœ. œ œœ J
e
c# ø7
A7
c# ø7
A7
c# ø7
A7
c# ø7
A7
D
ii
vii ø 7
V 65
vii ø 7
V 56
vii ø 7
V 65
vii ø 7
V 65
I
Dominant Prolongation
Progressions from vii Ø 7 and vii ø 7
Like the dominant seventh, with which they share three common tones, vii Ø 7 and vii ø 7 usually resolve to the tonic (I or i), either directly (Figure 12.5a–b) or through the dominant seventh (Figure 12.5c–d).
256
PART B
3711_ben01877_Ch12pp255-270.indd256 256
The Structural Elements of Music
4/10/08 4:06:17 PM
Figure 12.5 a.
##
b.
c.
œœ
œœ
b œœ
œœ
? # # œœ
œœ
œ b #œ
œœ
I
d: vii ø 7
&
D: vii Ø 7
##
d.
œœ
œœ
œœ
b œœ
œœ
œœ
# # œœ
œ œ
œœ
œ b #œ
œ œ
œœ
I
d: vii ø 7 V 65
D: vii Ø 7 V 65
i
i
Figure 12.6 shows resolutions of the leading-tone seventh chords in all three inversions.
Figure 12.6 1st Inversion
# & # œœ œœ ? # # œœ œœ D: vii Ø 65 I 6
Resolution of Tritone and Seventh Factors
2nd Inversion
## œ œ œ œ # # œœ œœ
b œœ œœ # œ œœ b œ d: vii ø 65
## œ œ œ œ œ œ ## œ œ
b #œ œ œ œ œœ œœ b
D: vii Ø 43 I 6
i6
3rd Inversion
d: vii ø 43
i6
D: vii Ø 42 I 64
œœ œœ V
œœ œ œ
œœ
d: vii ø 42 i 64
V
b # œœ œœ b
œœ
The fully diminished seventh chord (vii ø 7) contains two diminished fifths, which tend to resolve inward. If both are resolved, the result will be a doubled third factor on the tonic chord (Figure 12.7a), but composers often prefer the normal doubling, as shown in Figure 12.7b.
Figure 12.7 a.
b. Unequal 5ths OK
&b
œœ
œœ
b œ œ
œ œ
? b # œœ
œœ
œ b #œ
œœ
i
d: vii ø 7
i
d5 d5
d: vii ø 7
The two tones in the leading-tone seventh chords (vii Ø 7 and vii ø 7) that are nearly always resolved are the root of the chord (the leading tone), which moves upward to the tonic note, and the seventh factor, which resolves downward by step.
CHAPTER 12 The Leading-Tone Seventh Chords
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Figure 12.8 Mozart: Don Giovanni, K. 527, act I, scene XIII, mm. 116–117.
&
##
Œ
œ
Œ
‰
œ J
œ J
œ J
‰
Re - mem - ber,
troth!
œ J
œ J
œ J
‰ n Jœ
when wound - ed,
his
# ≈ ≈ ≈ ≈ ≈ ≈ ≈ ≈ & # œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ n œœ œœ œœ œ œ œœ œ œ œ # ? # # Jœ ‰ # Jœ ‰ Jœ ‰ Jœ ‰ J ‰ J ‰ J ‰ # Jœ ‰ b
a# ø7
b
a# ø7
b
a# ø7
b
b: i
vii ø 7
i
vii ø 7
i
vii ø 7
i
Macro Analysis Symbols
The macro analysis symbols for the leading-tone seventh chords are similar to the vii Ø 7 and vii ø 7 of Roman numeral analysis, but the vii is replaced with a lowercase letter representing the root of the chord (bØ 7 or b ø 7, for example). It is not necessary to include inversion indications with your leading-tone seventh chord labels in macro analysis. The purpose is to identify larger harmonic elements. Because leading-tone seventh chords frequently function as dominant substitutes, macro analysis emphasizes the relationship by adding a dotted slur to progressions exhibiting leading-tone to tonic harmonic motion (bØ 7 –C, for example). Figure 12.9 illustrates the typical application of the dotted slur.
Figure 12.9 Beethoven: Sonata in C Minor, op. 10, no. 1, I: Allegro molto e con brio, mm. 1–8.
b & b b 43 ? b 3 bb 4
œ´ œ´ . œ œœ .. ≈ œ œ . œ œ . œ œ Œ œœ œ. f. p œœ . œœ .. ‰ Œ ∑ Œ Œ&œ œ
Macro analysis: c ( c:
i
History
258
3711_ben01877_Ch12pp255-270.indd258 258
˙˙ n œœ ˙˙ œœ
?
œ´ œ´ œ . n œ œ . . n œœœ ...≈œ œ œ œ Œ n œœ œ. p f n œœœ .. œ .. ‰ Œ ∑ Œ Œ & œœ œ
n ˙˙ œ ˙˙˙ œœ
G7
bø 7
c
V 43
vii ø 56
i6 )
Leading-tone seventh chords were not characteristic of the music of the Renaissance period, but with the ascendancy of the major–minor tonal system in the baroque era, leadingtone seventh chords took their place as part of the harmonic vocabulary. Figure 12.10 shows typical use of the vii ø 7 during the baroque period.
PART B
The Structural Elements of Music
4/10/08 4:06:19 PM
Figure 12.10 Elisabeth Jacquet de la Guerre: Sarabande from Suite in D Minor, mm. 21–28.
& 43 #b œœœ
œ œ œ œ m ˙
? 43 Œ ˙.
j œ
œ Œ ˙.
j œ b œœ
œ œ œ œ œ ˙œ . m ˙ bœ.
œ œ œj œ œ œ œ œ
#œ. m
j œ œ
˙
œ
c# ø 7
d
eØ7
g
A
d
d: vii ø 65
i6
ii Ø 43
iv
V
i
& #b œœœ
œœœœœœœ
? Œ ˙ ˙.
bœ œ œ œ œ
œ Jœ ˙˙ Œ ˙.
œ œ nœ
T
T
j œ œœœ œ œ . m J
b # œœœœ.
˙ ˙
œ
˙ Œ
œœœ œœ œ
œ
c# ø 7
d
c# ø 7
d
A
d
vii ø 65
i6
vii ø 65
i
V
i
.. ..
The classical period continued the use of leading-tone seventh chords with little change in approach from the baroque. The illustration by Mozart in Figure 12.11 is representative of the use of these chords in the classical period.
Figure 12.11 Mozart: Sonata in D Major, K. 284, III: Variation V, mm. 14–17.
# œ œœ & # c œ œ ? ## c D:
œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ œœ .. œ œ . œ œ . œ œ . œ p œ œ œ œ œ. œ. œ. œ. œ œ œf j œ œ œ J ‰ œ ‰ œ J ‰
r œ
œ Œ
r œ
œ
D
G
c# Ø 7
D
e
( D)
A7
D
I
IV
vii Ø 7
I
ii 6
( I 64 )
V7
I
..
œ ..
The romantic period saw a more relaxed and somewhat freer use of leading-tone seventh chords. Although more traditional applications continued in the majority, one of the more frequent treatments involves successive diminished seventh chords. Figure 12.12 shows six consecutive diminished seventh chords in descending chromatic motion. Functional harmony is temporarily suspended, but the gradual buildup of tension is a direct result of the series of unresolved diminished seventh chords.
CHAPTER 12 The Leading-Tone Seventh Chords
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Figure 12.12 Wagner: Overture to Rienzi, mm. 346–352. Molto più stretto
# & # C œœ œœ œœ ƒ œ ? # # C œœœ œœ œœ
œœ œœ œœ œœ
œœ œœ œœ œœ œœ œœ
# ˙˙˙
œœ œœ œœ œœ
# n œœw œ œ ˙˙
&
Harmonic reduction:
œ œ nœ œ
w n # www
? # # C www
Diminished seventh chords in parallel motion: d # ø 7
&
Ÿ ## œ . # œ œ ˙
&
##
˙˙˙
n n ˙˙˙
?
n n # ˙˙˙˙
? ##
g# ø 7
n Ÿœ .
œœ˙
n Ÿœ .
œœ˙
œ
# # ˙˙˙
n n b ˙˙˙
# ˙˙˙
b n # ˙˙˙
œœ œ
# #n ˙˙˙˙
n b n # ˙˙˙˙
n˙ # ˙˙˙
a # ø7
f # ø7
b n # ˙˙˙˙
g# ø 7
œœ œ
c# ø 7
With the gradual breakdown of functional harmony, leading-tone seventh chords were used less. Nevertheless, nonfunctional diminished and half-diminished seventh chords were still very much a part of the harmonic vocabulary during the post-romantic and impressionistic period. Figure 12.13 illustrates the use of fully diminished and half-diminished seventh chords in a sequential but nonfunctional pattern.
Figure 12.13 Debussy: Jardins sous la pluie (Gardens in the Rain) from Estampes, mm. 118–119. rapide
&C &C
ɜ
#œ œ #œ #œ
#œ œ œ
f g# ø7
260
3711_ben01877_Ch12pp255-270.indd260 260
œ bœ œ œ
nœ œ nœ œ e# Ø 7
d Ø7
PART B
œ #œ œ œ
G7
#œ œ #œ #œ œ bœ œ œ
g# ø7
d Ø7
e# Ø7
nœ œ nœ œ G7
The Structural Elements of Music
4/10/08 4:06:20 PM
For most concert hall music of the contemporary period, leading-tone seventh chords ceased to exist except for those styles that make a conscious use of functional harmony. Despite this abandonment in the concert hall, popular songwriters and jazz artists consider leading-tone seventh chords an integral part of their style. The popular music symbol for the fully diminished seventh chord is a capital letter with ø 7 added (C ø 7 ); half diminished is represented by a capital letter with MI 7( b 5) added (CMI 7( b 5)). Ragtime, an early twentieth-century precursor of jazz, used the leading-tone seventh chords, as shown in Figure 12.14. In this example, the leading-tone seventh chord is a secondary leading-tone chord (see Chapter 14).
Figure 12.14 Johnson: A Black Smoke Rag, mm. 77–80.
# & œ œ œ œœ œœ œ œœ œœ ?# œ œ œ œœ G:
j ‰ ‰ b >œœ n >œœ ‰ ‰ œ œ # œ œ œ œ >Jœ ‰ . œ . œ œ œ J J > œœ >œœ œ ‰ ‰ # >Jœ Jœ ‰ Œ ‰ œ J ‰ .. œ J J
a
e7
a
c # ø 7 ( G)
ii
vi 7
ii
vii ø 7/V ( I 64 )
D7 G V7
I
Common chord progression in ragtime music.
APPLICATIONS
Voice Leading and the vii Ø 7 and vii ø 7
Some Pitfalls to Avoid
Voice leading around half-diminished and fully diminished seventh chords is usually quite smooth. Since diminished intervals naturally resolve inward by half steps, both the vii Ø 7 and vii ø 7 allow this resolution when followed by the tonic. Such a resolution also permits the seventh to descend one scale degree.
The following procedures continue the list appearing in Chapters 9 and 11. (See also Appendix A.) 12. Resolve the seventh factor of the vii Ø 7 or vii ø 7 (and inversions) down one diatonic scale degree. 13. Resolve the root of the vii Ø 7 and vii ø 7 upward to the tonic note. Avoid parallel P5ths between third and seventh factors in resolving the half-diminished seventh chord (Figure 12.15c and e). Double the third factor of the tonic triad to avoid these parallels (Figure 12.15e and f). In four-part writing, this configuration occurs only when the third is below the seventh. Although the half-diminished leading-tone seventh chord (vii Ø 7 ) contains only one tritone, the fully diminished type (vii ø 7) consists of two (root to fifth and third to seventh). It is possible for both tritones to resolve properly (see Figure 12.15b). Nonetheless, parallel unequal fifths (d5 to P5) are observed in literature and are sometimes written by
CHAPTER 12 The Leading-Tone Seventh Chords
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composers in preference to a tonic triad with a doubled third (Figure 12.15d). When writing an unequal fifth in the vii ø 7 to i progression, try to resolve at least the root-to-fifth tritone whenever possible.
Figure 12.15 a. Normal practice
b. Normal practice
c. Avoid d. Unequal parallel P5ths 5ths OK
# & # œœ
œœ
b œœ
œœ
? # # œœ
œœ
œ b #œ
I
d: vii ø 7
D: vii Ø 7
262
3711_ben01877_Ch12pp255-270.indd262 262
##
œœ
œœ
œœ # # œœ
œœ
b œ #œ œ b œ
i
D: vii Ø 65
I
d: vii ø 65
PART B
e. Avoid parallel P5ths
œœ œœ i
##
œœ
œœ
# # œœ D: vii Ø 7
f. Doubled 3rd in tonic avoids parallel P5ths
##
œœ
œœ
œœ
# # œœ
œœ
I
D: vii Ø 7
I
The Structural Elements of Music
4/10/08 4:06:22 PM
Assignment 12.1 1. (Ex.)
2.
3.
ww # ww
&
Write a diminished-minor (dm) seventh chord above each given note, as shown in the example.
? #b wwww
8.
E b : vii Ø 7
9.
10.
? ### f # : vii ø 7
bw
#w
9.
10.
#w
5.
####
bw
bw
11.
nnn
A: vii Ø 7
6.
#
#### # #
12.
13.
#
F # : vii Ø 7
D b : vii Ø 7
B: vii Ø 7
C: vii Ø 7
7.
bbbbb
14.
bbbb
bbbbbb
A b : vii Ø 7
G: vii Ø 7
3.
bbbbbb
bbbbb
e b : vii ø 7 9.
nnn
c: vii ø 7
####
a: vii ø 7
5.
G b : vii Ø 7
#
11.
bb g: vii ø 7
6.
#### ## #
g # : vii ø 7
b b : vii ø 7 10.
bbb
4.
12.
#
e: vii ø 7
7.
#### # #
##
a # : vii ø 7
d # : vii ø 7
13.
14.
#### c # : vii ø 7
CHAPTER 12 The Leading-Tone Seventh Chords
3711_ben01877_Ch12pp255-270.indd263 263
10.
Spell the vii ø 7 chord in the minor keys indicated.
2.
8.
8.
#w
C b : vii Ø 7
###
B b : vii Ø 7
d: vii ø 7
#w
bbbbbbb
bb
www #w
9.
w
7.
w
4.
F: vii Ø 7
Assignment 12.4
&b
8.
bw
bw
6.
w
bbb
E: vii Ø 7
#w
5.
3.
b
? ####
7.
Spell the vii Ø 7 chord in the major keys indicated.
2.
D: vii Ø 7
4.
w
Assignment 12.3
1. (Ex.)
#w
3.
w
## w & www
6.
Write a diminished-diminished (dd) seventh chord above each given note, as shown in the example.
2.
1. (Ex.)
5.
w
w
Assignment 12.2 1. (Ex.)
4.
b: vii ø 7
bbbbbbb a b : vii ø 7
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Assignment 12.5
Each exercise is a phrase of a chorale melody as harmonized by Bach. Before completing the harmonizations on paper, play them on the piano, adding the alto and tenor voices. Play the soprano, alto, and tenor with the right hand and the bass voice with the left hand. Suggested voicing for leading-tone seventh chords in the three phrases is the following: Phrase 1 Chord 10:
Phrase 2 Chord 3:
Phrase 3 Chord 6:
b œœ œ
b œ œœ
b b œœ œ
? bb # œ
b #œ
bb # œ
&b
After you have completed the keyboard portion of the assignment, write out the harmonizations on paper using these guidelines: 1. 2. 3. 4.
Add the alto and tenor to the chorale phrases, using good voice-leading procedures. Make a complete Roman numeral analysis of each chord. If your instructor requests a macro analysis, include chord letter symbols and slurs. Sing the chorale phrases in class.
1. “Herzliebster Jesu, was hast du verbrochen” (“Dearest Jesus, How Hast Thou Transgressed”), BWV 245, mm. 1–3 (modified).
&
bb c
œ
œ #œ
œ
œ
? b b c œœ
œ
œ
œ
œ
œ
œ
6
#
#4
6
#6
g:
_____
2
_____ _____ _____ _____
œ
œ
œœ
œ
œ
œ
œ
U œ
œ
#œ
œ
œ
7
_____ _____ _____ _____
#
_____ _____ _____
2. “Jesu, meine Freude” (“Jesus, My Joy”), BWV 358, mm. 1–2 (modified).
& b c œœ
œ
œ
œ
? b c œœ
œ
#œ
œ
d: _____
264
3711_ben01877_Ch12pp255-270.indd264 264
6
7
_____
_____
PART B
œ
œ
U ˙
œ
œ
˙
6
_____
_____
# _____
_____
The Structural Elements of Music
4/10/08 4:06:24 PM
3. “Hilf, Herr Jesu, lass gelingen” (“Help, Lord Jesus, Send Good Speed”), BWV 344, mm. 9–12.
b3 & b 4 # ˙˙ ˙ ? b3 œ b 4
œ
# g:
_____
œ
˙
œ
œ
œ #œ
6
#6
*
_____
_____
*
œ
˙ œ
œ
7
9
_____
_____
–
8
œ
˙
U œ
œ
˙
œ
†
4
_____
–
_____
# 3†
# _____
*Do not harmonize the passing tones. †These are suspensions—9th to octave above the bass note and 4th to 3rd above the bass note.
As was mentioned previously, Bach harmonized each of these chorale melodies. When you have completed your harmonization, look up the phrases (by title) in any edition of the 371 Bach Chorale Harmonizations. Compare your results with those of Bach.
Assignment 12.6
The following waltz melodies are typical of those written during the late eighteenth century and much of the nineteenth century. For each melody: 1. Determine the harmonic rhythm. 2. Make a list of possible harmonizations for the melody, using procedures outlined in Chapter 10. 3. Compose a harmonization of the melody, using block chords. 4. From the block chords, fashion an accompaniment that will accentuate the waltz characteristics of the melody. 5. Make an arrangement for piano and/or any group of instruments (or voices) that are played by class members. 6. Be sure to include at least one or two leading-tone seventh chords. 7. Avoid 64 chords except the cadential 64 (i 64 or I 64).
Allegro ( h k » 72 )
1.
## 3 1 œ . œ œ œ 2 œ . j 3 œ œ œ œ 4 ˙ . #œ œ & 4 J
5
œœ œ. œ œ œ 6œ. J 7œ œ œ œ 8˙. J
b: Allegro ( h k » 72 )
2.
## 3 œ œ œ 1 œ . œ œ œ 2 œ . j 3 œ . œ œ 4 ˙ œœ & 4 J J J
5 6 7 œ. 8 œ œ . Jœ œ œ œ œ œ œ œ ˙. J
D:
CHAPTER 12 The Leading-Tone Seventh Chords
3711_ben01877_Ch12pp255-270.indd265 265
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The following excerpts are from music literature.
Assignment 12.7
1. Make a complete Roman numeral analysis of each excerpt. Indicate seventh chords and inversions with the appropriate symbols. 2. Circle nonharmonic tones and name them, using the standard abbreviations. 3. If your instructor requests a macro analysis, include chord letter symbols and slurs. Label circle progressions with a solid slur and leading-tone progressions with a dotted slur. 1. Legrenzi: “Che fiero costume” (“Disdainful and Ruthless”) from Echi di riverenza, op. 14, mm. 1–7. CD Track 75
jœ œ j j j j j j & 12 8 ‰ ‰ œ J J Jœ Jœ Jœ œ # œ œ Jœ œj # œj # œ œ Jœ Jœ Jœ Jœ œJ Jœ œJ œ Che fie - ro co-stu-me D’a - li - ge - ro
& 12 8 œœ .. œœ .. ? 12 8
œ. œ. # œœ ..
œ. œ. œœ ..
œœ .. œœ .
nu - me, CheIa for - za di pen - ne si fac - ciaIa - do -
œœ œ œœ J
j # œœ œ œ J
œœ .. œ.
œœœ
œ.
œ
j œ œ. œ œ. j œœ œœ . # œ J
a:
& œ rar,
j j ‰ ‰ # œj œ œ Jœ œ Jœ Jœ Jœ œ œ J J J
œ Jœ Jœ Jœ ˙ . J si fac -ciaIa - do - rar,
j œ œ œ & œœ œ œœ ? œ #œ œ nœ œ
œœ J œ
& ˙.
Ó.
œ # œœ œ
j œœ œœ œ œœ J #œ œ œ œ J
CheIa for - za
œœ. œœ ..
di pen - ne
œœ . œ.
# œ œœ .. J œ.
si fac -ciaIa - do -
œ œJœ. œ J œ.
∑
‰
rar!
œœ .. œœ . # œ # œœ . œ # œœœ ... J J œ œ œ œ œ œ #œ œ œ œ #œ #œ ? ‰ ‰ Jœ & Œ.
266
ben01877_ch12.indd 266
PART B
œœ . œ œ œœ. œœ .. œ. œ. œ œ œ œ œ œ nœ œ œ
œœ J œ
œœ .. œ. œ.
The Structural Elements of Music
2/16/09 10:53:24 AM
